Rethinking the Research Paper - Week #6

Part #1

I love to think outside the box!  I am most comfortable in digging into primary sources than I am in  rehashing the work of others so this brief article really spoke to me.  I was particularly intrigued with the following: "Although Burkhardt’s (2003) examples include personal narratives and memoirs, and do not focus solely on research pieces, his advice about giving students opportunities to do real writing for real audiences is worth noting. When students write about real topics (that are important to their lives) that have real audiences, they are more invested in their pieces. (Hermann, 2012)"

As a folklorist and regional historian this article had me intrigued from the beginning, but after this comment I was very connected to the article.  I instantly thought of an independent research project that I am currently working on, a study of the life of a woman named Beatrice "Billy" Bannerman.  Billy was born in South Dakota, raised in New York, and lived her adult life in West Virginia.  During her 86 years she was a classically trained off Broadway actress, a pilot, a member of the Civil Air Patrol during WWII, a weaver/spinner, and a lapidary, not mention a wife and mother.  She was instrumental in the revival of the arts and crafts in West Virginia in the 1960s and 1970s and was overall an amazing woman.    Billy (whom I never met) is an inspiration to me, her story speaks to me on many levels and from my interest in her life I have the foundation for a variety of independent research projects that will synthesize into one final product.



I will be presenting an introductory exhibit on the life of Billy at the Mountain State Art & Craft Fair in Ripley next week.  I have only begun my journey into the research of her life and my library is filled with primary documents of her life including photos, letters, journals, and other ephemera.  Students who are tackling research papers have similar access to primary documents that tell the story of their family and community.   It is possible to find a research opportunity in any topic that is of interest to a student, teachers need to be willing to think outside the box.

I have selected as my resource the website of the National Archives.  As teachers work with students on exploring primary sources there is no better site to access.  This site is comprehensive and offers access to the history of our nation in a way that will appeal to all.  Even if a student is interested in doing research on a non-historical topic, such as Pokemon, this site will still provide instruction on primary sources. 

Herrmann, B. (2012). Writing as an exploration: Rethinking the research paper. Wisconsin English Journal, 54(2), 49-51 inclusive. Retrieved from http://journals.library.wisc.edu/index.php/wej/article/viewFile/538/579

National archives. (n.d.). Retrieved from http://www.archives.gov/ 

Part #2
1. What is the difference between writing a report and "doing research"? 

     When one writes a report they are merely looking for, assembling materials, and restate what has been previously determined.  Typically "doing research" has comprised of reviewing materials that others have written and summarizing the content. 
2. How might doing authentic research better prepare students for the 21st century work place? Give specific examples from the "Between a Rock and a Hard Place" reading. 

     When one is challenged to seek out primary sources there is a more indepth knowledge gained of the subject being researched.  In seeking information related to a topic one must utilize a variety of skills such as independent thinking and collaboration.  While this seems a contradiction, it is not.  " Workplace knowledge is not only shaped via the use of canonical and content-based sources but is also shaped through noncanonical sources such as the experiences of embodied performance, which are created when workers engage with the physical and material space of their workplaces, and through the tacit and implied nuances that construct the workplace narrative (Lloyd, 2011)."
3. Why might Constructivist type type learning better prepare students for the 21st century work place than Behavioral approaches? 
 
     In the real world students must be independent thinkers, they will not have the benefit of a teacher/boss who will guide them in each and every step of the process.  They will need to learn to utilize the boss as a mentor to offer guidance and be able to work independently.

4. How does authentic research support new media literacies? 

     The thought process of independent research allows one to evaluate sources, synthesize information, question facts, and apply previous knowledge to the research.  Through this process one can make independent conclusions based upon the material provided.

Head, C. (2011). Students as authentic researchers: A new prescription for the high school research assignment. Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2gordon

Lloyd, A.(2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized?Library Trends 60(2), 277-296. The Johns Hopkins University Press. Retrieved June 20, 2013, from Project MUSE database.

TrackStar - Week #5

My TrackStar is available!

What are the strengths of your TrackStar in terms of promoting content learning and information literacy? 

I have incorporated a topic that I think may be of interest to middle school students.  The All American Soap Box Derby has particular age requirements, and middle school students are perfect participants as they want to experience new things and most are anxiously looking forward to driving.  While non-motorized, Derby cars are driving!  It is understood that students who are engaged in the topic will put more effort into the research and are more likely to retain information.

How does your TrackStar differ from typical classroom research projects and how it better prepare students for research in the workplace.

If students were assigned a research paper on the All-American Soap Box Derby, many students, particular those who were in Boy Scouts, would think of the derby car races of that program and would rely on those resources that they have at home, or from their own knowledge.  By clearly leading students to the AASBD site and having them verify cridentials they are learning that they need to examine information carefully.  What is obvious, may not be true.

 

Week #5 - Trapped......

1. What does the term "discursive practices" mean?  "This term refers to a historically and culturally specific set of rules for organizing and producing different forms of knowledge. It is not a matter of external determinations being imposed on people's thought, rather it is a matter of rules which, a bit like the grammar of a language, allow certain statements to be made. "  (O'Farrel, 207)



2. What does "discourse" mean? To discourse is to discuss and analyze.



3. What is the "rock" and what is the "hard place"?  The "rock" is the current, unsatisfactory concept of literacy and the "hard place" is the translation of information literacy. 


4. What are the differences between the skills prescribed for information searching in academic and workplace settings?   In academia, "
   
   The skills prescribed in searching for information, accessing and using it are formalized by particular rules, regulations, and curriculum that are underpinned by an instrumental rationality. This allows the acquisition of knowledge and ways of knowing to be measured against formalized sets of criteria. In this setting, primacy is awarded to knowledge that is canonical, objective, and explicit, and there is a focus on individual performance and the development of self-sufficiency through independent learning. (Lloyd, 2011) While the workplace is very different.  Considered to be messy and complex (Lloyd, 2011).   It is significantly inflluenced by interaction and the physical and social workplace environment.   I am curious as to how the author would view a workplace in acadmenia?  I see some of both on a regular basis.


5. How do academic notions of information literacy undermine workplace notions information literacy?  Lloyd comments, "There also appears to be an acceptance that information literacy focuses on individual information use rather than information use as a collective activity. This approach to explaining and describing workplace information literacy appears to undermine important workplace concepts of teamwork and group problem solving aimed at building collective knowledge, where information skills are spread across a team rather than being centered on an ndividual. Lloyd, 2011)  This line of thinking is somewhat obvious to anyone who has work in both the private sector and in an acadmic setting.


6. How are information needs identified in work place setting like nursing and emergency workers?  Those in the medical field rely heavily upon their own personal experiences with application to the current setting.  In a leisure medical setting they may resort to a more academic approach to information literacy, but when time is of the essence they must approach it more aggressively. 


7. Why do issues of plagiarism not resonate in workplace settings?  Because workplace knowledge if considered to be communal knowledge and a group setting is less formal than individual knowledge.


8. Are information literacy skills transferable across contexts and settings? Why or Why not?  Academia claims that these skills are transferrable, but the limited research in workplace literacy does not hold this to be true.  Academia needs to believe that they are teaching you everything one needs to know in order to justify their own course of instruction.  In reality the information literacy skills gained serve as a basis and a resource tool in teh workplace.  It is not practical to teach all that is needed , there must be the ability to intergrate personal experience and group knowledge.


9. What is "practice theory"? 
   
   "Practice theories emphasize the analysis of ways of engaging with the world. These social theories are concerned with exploring human activity, subjectivity, intersubjectivity, embodiment, language, and power in relation to the “organization, reproduction and transformation of social life” (Schatzki, 2001, p. 1)." (Lloyd, 2011).


10. How does the author of this article define information literacy?  "
    
    An array of information related activities and skills, constituted, justified and organized through the arrangements of a social site, and mediated socially and materially with the aim of producing shared understanding and mutual agreement about ways of knowing and recognizing how performance is nacted, enabled and constrained in collective situated action. (Lloyd, 2011)"


11. How do educators need to change their understanding of information literacy literacy in order to prepare student for the information literacy practices they will encounter in workplace settings?  Educators need to more fully understand that information literacy is a skill set, and a key to be proficient in that skill set is the ability to think and act independently.  While this seems contradictory to the "group think" of a workplace, it actually supports it, in that students need to learn to analysis and synthesize information independently of a primary authority who is teaching them what to think and how to think about it.


12. What do the terms "ontological" and "epistemological" mean?  Both deal with the context of understanding the nature and root of being.  While essentially philisophical in nature, the terms work together cohesively.


13. After reading this article, how useful is the traditional research paper we expect students to produce in school in preparing them for workplace settings? What are traditional research papers useful for? Should we still assign traditional research papers?  Traditional research papers are still an important part of the learning process.  I believe that understanding the structure of and composition of a basic research paper is a core skill.  In the process of preparing a paper a student refines basic skills such as how to follow directions, how to investigate sources, and become acquainted with works on a particular topic.  Traditional research papers need to be supplemented with additional assignments such as group projects and interaction with others researching the same topic, but preparing independent works.


14. What is one of the biggest challenges to changing the way information literacy is conceptualized in school settings?  Change is difficult, a major obstacle is to educate the educators on the meaning of information literacy.  They cannot be expected to more fully support information literacy when they do not understand it.  Some educators understand and embrace the need to evolve, but many are simply not willing to make the effort to learn something new or do something different than what they have always done.


15. What attributes of the 21st century make it essential that educators change their approaches toward information literacy?  Technology is no longer something that will arrive someday.  It is here, and is a part of our daily lives.  As a child in the 70s I loved the Saturday morning cartoon "The Jetsons," while we may not be driving hover craft technology is abounding much as it did for Jane, Judy, Elroy, Rosie and the rest of the crew.


16. What changes can teachers make to their classroom activities to engage students in the information literacy practices they will encounter in 21st century workplace settings?  Incorporating more group activities will help bridge the gap, unfortunately evaluating group projects is difficult and requires more time on the part of the educator. 

Lloyd, A.(2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized?Library Trends 60(2), 277-296. The Johns Hopkins University Press. Retrieved June 20, 2013, from Project MUSE database.

O'Farrel, C. (2010, October). Key concepts. Retrieved from http://www.michel-foucault.com/concepts/

Track Star - Ready, Set, BUILD!

Learning information literacy should be interesting and engaging.  It is not possible to create lessons that will appeal to everyone equally, but some topics can be more fun than others.  I'm building my Trackstar around a long standing American tradition, the Soap Box Derby.  Thousands of people participate in Derby racing every year and it can be alot of fun to dream of racing

Building of a Soap Box Derby Car 

BTW - I once raced in the "Oilcan" Division.  Adults (mostly parents of racers) faced off down the track during breaks in racing.  It is a very different perspective of the world.  Yes, there is Derby organization in WV.  The Kanawha Valley Soap Box Derby Association.

Week #4 - Journal entry

1. What surprises you about the strategies digital age students use as they conduct research for course assignments?
    I am surprised that students do not take advantage of the professionally trained staff at libraries.  "
Librarians were tremendously underutilized by students (Head & Eisenberg,2009).  At a time when more and more students are wanting to simplify the research process they are actually not utilizing one of the best free resource that they have. 

2. How accurately do the findings from this study reflect your own research strategies?
     The six major findings of the study are very much in line with my own research strategy.  I do still rely upon the utilization of the librarians for research assitance, but this is probably because I am personal friends with some and I plan to pursue a Masters in Library Science.

3. This study provides a detailed description of the parameters of research assignments typical required for academia. How does it differ from the kinds of research people do in the workplace?
    Research within the workplace is generally very specific to a particular task.  While the information obtained needs to be accurate, it is not always necessary to cite the work located.  The particular workplace setting greatly impacts the standard and format of this type of research.

4. Do you think the recommendations to improve research process for college students will better prepare students for the world outside of school?
     According to the study, students are dependent upon instructors for primary guidance in their research endeavors, "We have come to believe that many students see instructors—not librarians—as coaches on how to consult research (Head & Eisernber, 2009).  If improvements are not made, then students will face a new set of challenges in "the real world."  The recommendations stated would improve the situtation.

5. Find an image that relates to searching for information. Embed the image in your blog and provide proper attribution.


Image by Ed Stein, formerly of the Rocky Mountain News.

Head, A. J., & Eisenberg, M. B. (2009). How college students seek information in the digital age. Informally published manuscript, The Information School, University of Washington, Spokane, WA, Retrieved from http://kennison.name/files/zopestore/uploads/libraries/documents/student-info-seeking-2009.pdf

Week #4 - Activity #1 - Trackstar - Blog Posting - Trackstar

The title of my post reflects my experience with Trackstar.  A concise layout of what to do, and how to do it, to review web sources.  It was informative, educational, and fun.  The process had a few challenges, but challenges provide opportunities for learning.


Each individual Trackstar has potential for teaching information literacy, but it is difficult to weight each item.  There are variables that come into play, such as what is the students' level of information literacy, how much prior knowledge of a subject they have and what interest does the student have in the topic being discussed.

As the Trackstar process would be used within a particular setting the instructor has the knowledge and resources to ensure that the information literacy level of each student is sufficient navigate through the Track or at least as provided resources and background information sufficient to allow the development of the required information literacy skills. 

A large challenge of any research into a topic is the "white noise" that one brings with them.  Prejudices, preconceptions, and bias all affect how we review a source.  The Trackstar method allows one to set aside (as much as possible) the subjective aspect of analyzing a source and to look at a topic item objectively, strictly by the content.

With those caveats one can say that utilizing the specific research leads given in this assignment would have varying results based.  If the targeted students were professional educators or concerned parents there would be more value in the No Child Left Behind track than if the targeted audience was high school freshmen.  This assumption can be made because of the interest in the content.  A high school foreign language teacher will approach the topic of bilingual education very differently from a education administrator of an ivy league private secondary school where the topic is not as relevant.  The segment on time travel is fun (in my opinion) and takes the heaviness of a topic out of learning the information literacy skills. 

I did learn from reviewing these research topics.  I drew upon prior knowledge of the medium and acquired new knoweldge as well.  Utilizing Trackstar to develop information literacy skills in students, of all ages and levels of interest, is a win win for students and instructors alike.

Textbooks, Wikipedia, and Schooling

How do you feel about using web-based resources instead of textbooks in school? 

I have always believed that there was more to be learned than what came from a textbook.  My children were part of several experiential classrooms, some worked, some didn't.  I also found that one children thrived in a particular setting and her sibling did not, therefore I reached the conclusion that different types of curriculum affect children differently.  (Now that's a novel idea!)  It has taken me almost 20 years to understand the process behind this groundbreaking idea of mine.   

In my exploration of resources during my collegiate career I have gained a new appreciation for virtual resources.  Resources can be good, but they can also be bad.  They are not uniform in their value and there is no concievable way to support the position that virtual resources are a "must" or an "only" resource to use.                

What opportunities for the development of information literacy skills for students if they began to learn without textbooks?
As I participated in the Library Science Curriculum in my undergraduate program I learned about information literacy.  While I have always been prone to question information I knew that there were many who did not.  I am reminded of the commercial that quips, "It was on the internet, it has to be true."  The girl believes that her internet boyfriend is a French model, when he is obviously not.

Through the utilization of virtual resources in support of text books or in some cases, in place of, students have the opportunity to verify sources, learn bibliographic skills, gain technical skills in keyboarding and specialized programming, and they learn to be adaptable to new technology.

Hows does these articles change or support your stance on using Wikipedia as learning resources in the classroom?

I still believe that Wikipedia can be used in collaboration with a text, or as a supplemental to a classroom environment.  There is valuable information contained within the Wikipedia environment that is easily accessible and provides a starting point for additional research. 

As always there is a certain amount of due diligence required on the part of the teacher to ensure that students are verifying and questioning, that they are in fact authenticating the information that they are being presented.  The girl in the commercial could actually attempt to engage her "French" boyfriend in conversation, but I suspect that the only French he knows is the "bon jour," he says to her friend.  Students need to learn to question what they are told and to verify independently whether it be online, in print, or even what they are seeing with their own eyes.

Find an image that relates to information literacy and schooling.Embed the image in your blog and provide proper attribution.
This image is a good starting point, but I think I would want to dress it a little bit to make effective to be used with students.



Ecclestone, M. (2009, May 23). [Web log message]. Retrieved from http://meghanecclestone.com/2009/05/23/information-literati/

Week #3 - Assignment THINK ALOUD

Website:  http://www.politico.com

Article: NRA plan: Let teachers carry guns by Kevin Robillard

Kevin Robillard is a more recent college graduate (2010, University of Maryland, College Park) and is a breaking news reporter for Politico.  He has his own website and has written fairly extensively within the political world of Washington D.C.

The owner of the site, Politico is a privately owned company that is relatively new.  Started in 2007, it has a goal to provide non-partisan political news.  The company proudly claims that they are the most widely read piece by the major political powers in Washington D.C.  I was not able to find independent information to confirm this statement.

The website has been very active since 2007 when it was launched.  It peaked during the recent Presidential election, but is still staying active.  The external links appear to work and connect to the appropriate sites.

With this article there is heavy emphasis on the NRA stance on teachers armed with gun, but no overt support of the NRA plan is given.  The writing supports the title of the article and virtual no space is given to those who oppose arming teachers. 

Robillard, K. (2013, April 2). Nra plan: Let teachers carry guns. Politico. Retrieved from http://politi.co/Xo6mLe

Gilchrist think aloud from Jane Gilchrist

Here is my ThinkAloud.  I found an article on Politico.com about the NRA plan to let teachers carry guns.  I questioned whether a website named Politico is bi or non partisan and it is, there is a real person with a good non-partisan record behind the article.  He provided links to his NRA source and made no independent statements with his personal opinion.  The NRA does have a plan, but will it work?

UPDATE:  Step 7:

Explain why it is important to provide students with information literacy skills in the digital age.

• Explain why projects like the ThinkAloud might provide students with a more meaningful information literacy experience that reading textbooks. Use this weeks reading to support your explanation.

 Even as a computer literate adult I found the Think Aloud a challenging process.  I suspect that if I were to do several of them, I would become more comfortable in the articulation of the thought process.  The creation of a ThinkAloud is a newer concept and for a graphically based society, a more comfortable medium than a more traditional view.

Ironically the comments of Tamim Ansary in A Textbook Example of What's Wrong With Textbooks," supports this evolution in ideology.  "They [textbooks] are processed into existence using the pulp of what already exists, rising like swamp things from the compost of the past  (Ansary, 2004)." This creative use of language showcases the need to create something new and do things differently which is further supported through Geoff Ruths comments such as, "Some textbooks do a fabulous job of making science relevant, but others insult students' intelligence by oversimplifying and fragmenting the subject matter so much that it becomes incomprehensible. (Ruth, 2005)."  

If textbooks continue to make a disappearance from the classroom students will need to depend more heavily upon the information literacy skills to continue to learn and even excel in the classroom.  With such a variety of educational offerings, no longer confined to a presecribed text, students will need the skills to evaluate, question, synthesize, hypothesis, and be more in touch with the materials they are exposed to.

Anisary, T. (2004) A textbook example of what's wrong with education. Edutopia, Retrieved from http://www.edutopia.org/muddle-machine

Ruth, G. (2005). No books, no problem:teaching without a text. Edutopia, Retrieved from http://www.edutopia.org/teaching-without-text

Weekly Reading #2 - Jenkins

1. What is Henry Jenkins main arguments about Wikipedia?  Wikipedia is here and we need to integrate it in an appropriate manner.  It is a part of the culture.
2. What is "participatory culture"?  A participatory culture is, amongst other things, a community with low civic engagement (not much face to face interaction), Some form of social interaction, Strong support from the community and information mentorship.  Basically it is a community that works together to assist each other.  I love the analogy of building a sand castle with strangers to participatory culture.
3. What is the relationship between "old literacies" and "new media literacies"?  Old literacies (reading and writing) are fundamental literacies and "new media literacies" are dependent upon those basic fundamental skills.  One cannot have the "new" literacies without a foundation of the old.
4. What are the reading and writing behaviors associated with "new media literacies".  Jenkins summarizes it as four components:  Collective Intelligence, knowledge of more than one; Judgement, the ability to critical examine and evaluate; Networking, how to locate and syntesize information; and Negotiation, or the ability to appreciate the viewpoints of others.
5. According to Henry Jenkins why is it important to teach "new media literacies" in school?  Critical thinking skills need to be taught so that young consumers of knowledge have the skills to independent evaluate information and not to follow the masses "just because." 
6. What can young people learn through contributing or even consuming Wikipedia?  Young people can learn about critical thinking and the process involved in creating information.
7. How do you feel about Wikipedia after reading or listening to Henry Jenkins? Do agree or disagree with his arguments? Why?  Jenkins provides a very different view of Wiki.  I had never considered it as such a broad resource.  The idea of using Wiki to teach such a variety of skills is thought provoking.  I particular enjoy the way discusses it as collective intelligence.
8. Find an online resource that supports your position on using Wikipedia as a resource for learning in school. Summarize the argument being made in the resource and explain how it supports your position.  In Wikipedia: Friend not Foe the authors discuss the merits of utilizing Wikipedia as an entry point for research, not an end all.  "After introducing students to Wikipedia, teachers might begin by using the site as an entry point." (Crovitz &  Smoot, 2009)  Much as I've oftenn felt about Wikipedia, these authors support that Wiki can be an asset.  They discuss how one might use collective classroom knowledge on a familiar topic by placing that information on the blackboard and then challenge the students to compare that information to Wikipedia.  Students are learning a variety of skills, including critical thinking.

 

1. Find an image that relates to Wikipedia and schooling.Embed the image in your blog and provide proper attribution.

Crovitz, D., & Smoot, W. S. (2009). Wikipedia: Friend, not foe. The English Journal, 8(3), 91-97. Retrieved from http://www.jstor.org.ezproxy.fairmontstate.edu/stable/40503515

Glasbergen, R. (2013). Todays cartoon: Cartoons for newsletters, presentations, advertising, and more. http://www.glasbergen.com/education-cartoons/?album=4&gallery=89

Global Warming - - - Wiki style (Week #2)

The Wiki site shows a strong bias towards the certainty of Global warming. For instance even though the article states that scientists are more than 90% certain of the affect of climate change they give no consideration or credence to the other 10%. A review of this article leaves the reader believing that Global Warming is a fact. "Warming of the climate system is unequivocal, and scientists are more than 90% certain that it is primarily caused by increasing concentrations of greenhouse gases produced by human activities such as the burning of fossil fuels and deforestation.[3][4][5][6]"

NASA gives validity to the claim that greenhouse gas emissions are responsible for global warming on their site: The site is authored by a specific team within the government organization and validity is substantiated by the use of names of authors to the site. While it is not wise to believe everything the government tells you, there is also a preponderance of evidence that they do know what they are talking about.

Wayne Smith takes the opposite view of NASA, he does not believe that Greenhouse Gases are a problem and he's not afraid to say so. The website which presents Mr. Smith's claim is Politifact of Texas and they actually review and judge Mr. Smith's claim. The writers of the site, which are not named specifically, is that Mr. Smith's claim is incorrect and ridiculous. Further review of Mr. Smith's claims by a reader would be warranted.

With General Sanctions a committe, specified by the Wikipedia governing body, may limit, restrict, or remove comments, references, or claims by the general public to the specified article.  

Remembering the El Nino of 1998 I was intrigued that some may think that global warming ended then.  I have heard this statement made in media sources, but according to the link provided to the Wiki and The Weather Factory of PBS the El Nino of '98 is used as a comparative not a definitive mark.  The Weather Factory site is authored and maintained by a reputable company with supporting documentation and accountability.

The Section on Natural Resources shows that the editors feel that there is some bias in the article and that they would like to see a more neutral approach, "The section's summary of extreme events is not consistent with the recent IPCC SREX report. The section states that in the future, there will be more intense droughts and floods. No caveats are given. By contrast, the SREX report is far more cautious in its projections of changes in droughts and floods." Is just one instance of this.  (Wiki, 2013)

NewsandEventsGuy seems a bit more experience, but I'm still fairly overwhelmed by the whole content of the article.  I would not rely much upon Wiki for coverage on any topic, especially something as serious as global warming.  Enescot has not updated his personal page since January of 2013 which would make one question the relativity of his other information.  The research and information on this topic is fluid and I would be concerned that the information is out of date.  I would reiterate that I would use Wiki as a brainstorming, kicking off point, not as an ultimate resource.

My opinion of Wiki has not really changed, I would still utilize it in a classroom as I have considered before.  I would use it as an example of how to examine resources, analyze content, and evaluate resources.  I would find examples of both good and bad wiki information that was age appropriate for the class and examine it closely.  It would be interesting to put a graphic organizer together that would also showcase other sites with information to support and contradict the wiki statements.