Standard 3.4 Research and Knowledge Creation
Candidates use evidence-based, action research to collect data. Candidates interpret and use data to create and share new knowledge to improve practice in school libraries. |
Reflection
![Picture](/uploads/5/1/0/1/51013159/action-research-prezi.png?273)
During RSM541 School Library Action Research, I was tasked with developing an action research project based on a challenge in my school. I identified the problem that students in grades 3-5 seemed tired of making PowerPoint presentations and ActivInspire flipcharts to demonstrate their knowledge at the end of research projects. I sought to determine if making the end product more authentic to the inquiry topic would increase their engagement in the process as a whole.
My action research process consisted of evaluating existing research on the topic, designing evidence-based data collection tools, and planning how to share the data with staff members. I knew that sharing action research might not sound like an exciting teacher in-service, so I created a multimedia presentation using Prezi, one of the new tools I hoped to introduce as an alternative to PowerPoint presentations.
I also included examples of authentic production tools in my presentation. For example, I shared how I changed a third grade PowerPoint about global specialization into an interactive Prezi map, a fourth grade flipchart about advertising techniques into an Animoto commercial, and a fifth grade poster about the American Revolution into a Prezi timeline.
Looking ahead to my future as a media specialist, I hope that this action research project will be useful in convincing teachers to revise existing inquiry projects if their final presentations are not authentic to the inquiry focus. My other experiences collaborating with classroom teachers showed me that at times, teachers might be resistant to changing lessons that “already work.” However, by sharing my new knowledge about the impact of authentic presentation tools on student engagement, and therefore, student achievement, I hope to be able to convince them to try something new. My ultimate goal in making these changes is to improve school library practices and classroom instruction to benefit students.
My action research process consisted of evaluating existing research on the topic, designing evidence-based data collection tools, and planning how to share the data with staff members. I knew that sharing action research might not sound like an exciting teacher in-service, so I created a multimedia presentation using Prezi, one of the new tools I hoped to introduce as an alternative to PowerPoint presentations.
I also included examples of authentic production tools in my presentation. For example, I shared how I changed a third grade PowerPoint about global specialization into an interactive Prezi map, a fourth grade flipchart about advertising techniques into an Animoto commercial, and a fifth grade poster about the American Revolution into a Prezi timeline.
Looking ahead to my future as a media specialist, I hope that this action research project will be useful in convincing teachers to revise existing inquiry projects if their final presentations are not authentic to the inquiry focus. My other experiences collaborating with classroom teachers showed me that at times, teachers might be resistant to changing lessons that “already work.” However, by sharing my new knowledge about the impact of authentic presentation tools on student engagement, and therefore, student achievement, I hope to be able to convince them to try something new. My ultimate goal in making these changes is to improve school library practices and classroom instruction to benefit students.