The task one activity certainly revealed to me the importance of learning to be effective in my information search/literacy skills. I was not aware of the ability to specifically include QUT collection within Google scholar. (Despite having successfully completed 6 units of study.) It was interesting to note the significant difference between Google and Google scholar.
WITHOUT QUOTATION MARKS Initial searches on Google –saving Black Mountain came up with 15,700,000 articles, clearly this was not an effective path to go down. While using Google Scholar resulted in less 191,000, clearly neither search methods were proving to be effective.
WITH QUOTATION MARKS The second search strategy that was used was to apply quotations marks around the phrase “Saving Black Mountain. As I was previously aware of, searching with quotation marks allows words or phrase to be searched for as a whole unit, as not as individual words. Results on Google were 7,940. The use of quotation marks on Google Scholar revealed only 37 results, a significant difference. The 37 were specifically related to critical literacy.
Completing this activity has certainly demonstrated to me the importance of developing effective information literacy skills, both in terms of time management, and already I am wondering how I might adapt classroom practice in my early years classroom to assist my students in developing these skills.
I decided to start with a basic Google Search and found 835,000 results. A quick glance down the first page informed me that the location of this sand mining was “North Stradbroke Island”
Interestingly enough adding quotation marks gave me no results????? (time to adapt the phrase I use in the search box.) “sand mining north stradbroke island” gave me 9 results.
For me, the use of Google Scholar for this particular search was not very fruitful. This is probably due to the search phrases I was using, however, the situation did get me thinking about the importance of not purely relying on one search engine/ or method of inquiry as they all have their limitations.
There were a number of different perspectives presented on the topic of sandmining. I was very interested to discover the history of sandmining can be linked to the family history of our current premier. It was also interesting to read that the different perspectives presented have been hotly debated over a large number of years. There is certainly plenty of information available in terms of developing a real world learning example for a classroom setting.
The particular topic in question has a great deal of potential in a middle/upper year’s classroom. In particular part of the Year 5 history Achievement standards sees students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. An inquiry unit about the history of the North Stradbroke region (both past and present) would allow students to see the relevance/ importance of preserving the region for future generations. Through developing this knowledge students would then have the framework through which they could promote the preservation of the area.