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What does it look like?
When does it start?
Where does it start?
Why is it needed?
These are just a few of the questions I have pondered in the last few months after I suggested purchasing a database for our elementary school library. After explaining to the stakeholders the definition and purpose of a database, I was told that this was an expense that could not be justified as it would only serve half of our school. When I used the word "research" in my explanation of a database, it linked the term "database" to the 3rd - 5th grade SOL's for research. At that point, we were speaking two different languages. Since this initial discussion, I have been searching for a way to translate the librarian's definition of a database into the SOL language of the stakeholders.
I believe the answer lies within the definition of research. According to Webster, research is the "study and investigation for the purpose of discovering and explaining new knowledge." When does this study and investigation begin? What does it look like? Where does it start and Why is it needed?
Have you ever seen a four year old pick up a leaf and examine its color, size and shape? How about a two year old discovering how to put a square block in a square hole? Have you every heard a five year old explain the details in the picture of a book? Investigation and discovery is what K - 2 is all about. A classroom full of little sponges soaking up new information to be used to define the world around them. How dare we save research just for 3rd - 5th grade!
Here are a few of the articles and activities I have found to support research in lower elementary school grades.
Please feel free to share any other resources you may know of in this area as this is an ongoing discussion in our school.
~Sharon
I love your ideas. LOVE them.
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