Shannon Keown

SCHL 5030
October 2014

Collaborative Lesson #2: Database Research

Objectives

Students will be able to search for information on their River Valley civilization using
ABC-Clio Ancient History and Daily Life Through History databases.
Students will be able to cite articles/resources using EasyBib.

21st Century Standards

1.1.3 Develop and refine a range of questions to frame search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies
when necessary to achieve success.
1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as
necessary.
2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis,
synthesis, evaluation, organization) to information and knowledge in order to construct new
understandings, draw conclusions, and create new knowledge.
Common Core Standards
CC9-10WH/SS/S/T7 Conduct short as well as more sustained research projects to answer a
question (including a self- generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information
presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.

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Shannon Keown
SCHL 5030
October 2014

Introduction
I co-taught this lesson at Eaglecrest High School, located in Centennial, Colorado. The lesson
was implemented in the librarys computer lab to three World History/Geography classes, with
approximately thirty freshmen students in each section. Overall, the classes were mixed-ability
and some included students with learning difficulties and/or students in the ELL program.
Eaglecrest follows block scheduling with each period lasting one hour and forty minutes; it was
taught over two periods. The lesson was created in collaboration with teachers in the World
History/Geography department. My cooperative teacher-librarians modeled the lesson for me and
then the classroom teacher and I team-taught specific parts of the lesson.

Planning and Preparation

1. My cooperating librarians chatted with teachers at a World History/Geography
department meeting to discuss upcoming assignments that could be paired with a
collaborative lesson to introduce freshmen to the librarys databases and EasyBib. After
the initial face-to-face conversation, we corresponded via email. See below:
Sent: Monday, October 06, 2014 1:30 PM
To:
Cc: Mckeown, Kristin A; Keown, Shannon
Subject: WHWG Research Day 1
Hello!
We will see you this week to begin research on ancient civilizations. I wanted to check-in and see
where your students were as far as background information on the project. I've also attached a library
lab seating chart for you to assign seats to students before they come down. Please remember that
the "Dante" computer (highlighted in yellow on the chart) is our display computer, and we need a
helpful/friendly student to sit there and assist. Thanks!
- Will students have already accessed the chart for note-taking or will they find that/make a copy for
themselves on day 1?
- Will they come down with the Egypt or Mesopotamia column of their chart filled-in?
- On day 1 we have been introducing EasyBib and the ABC-Clio Ancient History database. Do you want

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Shannon Keown
SCHL 5030
October 2014
to attempt introducing the second database (Daily Life Through History) on day 1 or just the Ancient
History database?
- Do you have any interest in trying to introduce Scrible to students? I did this with one of Yvette's
classes on their 2nd day.
- I have been providing a Day 1 Exit Slip to several of the classes. Would you like to use these as well
(No pressure!)? They include the following questions:
1. What information were you able to find and fill-in on your chart?
2. How many articles did you find? How many articles did you cite in EasyBib?
3. What are your next steps? What information for your chart do you still need to find?
Sorry for the long email. Thanks for all of your help, and let me know if you have any questions.
Thanks!
Hollie Hawkins, M.Ed. Eaglecrest Library

2.

This photo shows the edits made to the project guide during the
collaboration process.
3. The classroom teachers created this Ancient Civilization Comparison
Chart and posted to their Schoology page. I needed to explore the
databases and complete the chart to understand what the students
would experience. Click the link to view:
TL-completed Chart
4. The classroom teachers agreed to introduce the assignment and have
students complete the first column of the Ancient Civilization Chart
using textbooks and lecture notes prior to coming to the library
computer lab.
5. The classroom teachers were encouraged to complete a seating chart
before meeting classes in the library computer lab.

Materials

Ancient Civilization Comparison Chart - (Same document posted in Planning and

Preparation #3 except students template was blank)
Grading Rubric - EHS Unit Two Project Grading Rubric
Computer for every student (Library computer lab)
Exit Slip for Day 1

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Shannon Keown
SCHL 5030
October 2014

Exit Slip for Day 2

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October 2014

ABC-Clio Databases Eaglecrest Library Databases (school provided subscription)

Timerime www.timerime.com (free)
EasyBib http://www.easybib.com/ (school provided subscription)

Procedure Day 1

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October 2014

1. Computers are on and locked using Remote Desktop software to help students focus
during the lesson introduction.
2. TL reviews objectives and agenda with students then unlocks computers.
3. Classroom teacher takes the students into Schoology to open and save Ancient
Civilization Comparison Chart in Google Docs while TL supports students.
4. TL models how to open Easy Bib via Google Docs while classroom teachers supports
students.
5. TL models how to navigate to the ABC-Clio Ancient History and use Topics Tab while
classroom teacher supports students.
6. Time is given for students to explore the database.
7. Using the Overview article, TL models how to cite the source via Easy Bib while
classroom teacher supports students. Note: Easy Bib will not automatically reopen after
the first citation, but bibliography is being updated.
8. TL models how to resize pages to feature a double window screen.

9. Time is given for students to explore articles on their assigned ancient civilization and
add to their Ancient Civilization Charts. Since students are seated by ancient civilization,
they are encouraged to discuss found articles. TL and classroom teacher circulate to
support and redirect students.
10. TL models how to generate and insert Easy Bib link into Ancient Civilization Chart while
classroom teacher supports students.
11. Students complete Exit Slip Day 1 and log off computers. Note: TL should restart and
lock computers in preparation for the next class via Remote Control Desktop.
12. TL and classroom teacher review Exit Slips and discuss.

Procedure Day 2

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Shannon Keown
SCHL 5030
October 2014

TL and classroom teacher follow the procedure steps from Day 1 and implement changes to the
following steps:
After Step 2. TL opens link http://timerime.com/ and instructs students on how to create a
log-in using their school email address and password. Note: do this in the beginning of class
because confirmation emails take a while.
Step 5. TL models how to navigate to the ABC-Clio Daily Life Through History and use
Topics Tab while classroom teacher supports students.
Step 10.Classroom teacher redirects students to http://timerime.com/ and explains Time Line
component of their final project. Then, TL directs students to check email and
verify Timerime membership and models how to copy and paste the link into their
Ancient Civilization Chart.
Step 11. Students complete Exit Slip Day 2 and log off computers. Students receive offcampus database log-in details so they can continue their research at home.
Notes from the Debriefing Conference

Conclusion

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Shannon Keown
SCHL 5030
October 2014

Overall, my cooperating teacher-librarians and I

agreed that the students did well considering the
number of steps they had to follow and amount
of new information they had to process. We
discussed some problematic issues which
included the lack of reading level ranges within
the articles for students who are reading below
grade level expectations or have learning
difficulties. These students needed a lot of
support and redirection due to the fact that most
texts were too challenging. A possible solution
would be to contact a district feeder middle
school to see if log-in information could be shared to access their databases. The second issue
involved two beginning ELL students who also had difficulties following the lesson. Eventually,
we used Google Translator to explain the Ancient Civilization Chart and used a feature in the
database to translate the articles. However, we agreed it would be beneficial to the students if the
classroom teacher, or ELL teacher, tiered the assignment to make it more developmentally
appropriate before coming to the library computer lab. The final issue depended on how well the
collaborating classroom teacher prepared their students. It was agreed that students would use
textbooks and lecture notes to complete the first column of the Ancient Civilization Chart in a
previous period; however, some classes were seeing the Ancient Civilization Chart for the first
time in the library computer lab. We saw a lot of cross-styles of teaching, so I had to go with the
flow and modify. One classroom teacher has chosen to wait and start the project after fall break;
the following email was sent in hope of improving the lesson:
WHWG Research after Fall Break
Hawkins, Hollie W <hhawkins@cherrycreekschools.org>
Thu 10/16/2014 1:12 PM
Inbox
To:
Cc:
Mckeown, Kristin A <kmckeown@cherrycreekschools.org>;
Hi ,
After working with the other WHWG classes and reflecting on the ancient civilization project I
wanted to propose an idea to help students use their time more effectively in the library.
Most of the classes have come down without having looked at their charts in Google Docs
(where they will take notes on their ancient civilization). However, it seems that most
teachers have already introduced either Egypt or Mesopotamia through PowerPoint to their
classes.
The chart includes a column for students to take notes about Egypt/Mesopotamia, and I
think it would be very beneficial for the students to have already filled in that side of their
chart BEFORE they come to the library. This will, A) give them a sense of what the chart is

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Shannon Keown
SCHL 5030
October 2014
used for and what the different wording of the categories mean, and B) will help the
students use their time more effectively in the library because they will already have saved
their own copy of the chart and practiced using it.
This is just a suggestion. Please do whatever you need to do in your classes to cover the
material the students need for this project. We have just received feedback from students
about this research and one of the things they have noted is that the chart sections/wording
is unclear.
Thanks - and please let us know if you have any questions!
Hollie Hawkins, M.Ed.
Eaglecrest High School
Librarian
720-886-1095

Personal Reflection
One of my field experience goals was to learn how to search in detail using various
databases and know what elements to direct students to for a particular assignment/topic. Coteaching this lesson empowered me to reach this goal and to feel better prepared for my future
role of teacher-librarian. I especially enjoyed the opportunity to teach my part three times each
day! Every time I retaught my portion of the lesson, I felt my delivery, word choice and
technology skills improve. My previous teaching experience is in primary grades, so this lesson
was a first for me on many levels.
High school students have a longer attention span; however, if I did this lesson again I
would try to incorporate more visuals for students with learning difficulties and for students in
the ELL program. I would also like to video myself modeling each step and post to the library
website. This would allow students to follow along at their own pace and to revisit the
instructions off campus. Teachers could use the video for in-class review whenever they needed.
In general, the Eaglecrest students I interacted with were respectful and polite; still, I
found myself taking deep breaths every now and then regarding behavior management. I had to
remind myself that expectations and transition routines are different in a high school setting. For
example, students are not required to walk in a line and are allowed to listen to music during
independent work time! It took me time to adjust, but eventually I found it refreshing to let go of
my micromanaging ways. However, I have a deep appreciation for the teachers who followedthrough and created a seating chart before arriving to the library computer lab.
This lesson allowed me to experience first-hand the challenges high school teacherlibrarians face when initiating collaboration. The process vastly differed from that which I
encountered in my past role as a push-in learning support teacher for PreK-2nd grades. When
comparing elementary school grade level teams to high school departments, I found that the high
school teachers have more autonomy, their syllabi vary and the majority seem more comfortable
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SCHL 5030
October 2014

with teaching research skills on their own, in their own way, in their own classroom. The
elementary school teachers Ive worked with in the past are usually ecstatic just to have another
adult body in the class. Ultimately, the results of collaborative lesson planning are extremely
beneficial to students, so Eaglecrest teacher-librarians must press on and continue attending
PLTs, forming positive relationships with teachers, offering curriculum support and reminding
colleagues of all that the library has to offer.
I feel extremely lucky to have completed my field experience at the award winning
Eaglecrest High School library. I was mentored by two excellent teacher-librarians, coached by
two experienced librarian-assistants and I interacted with dedicated teachers, committed staff and
great students on a daily basis. The process of collaboratively creating and implementing this
lesson helped me to better understand the leadership component within the role of a 21st teacherlibrarian. I will continue my experience at Eaglecrest as both a volunteer and substitute rising
teacher-librarian. I look forward to viewing the freshmens work once their projects are
completed.

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