Electronic Research Rubric

computer, Internet connection, composing software (FrontPage, Composer, Dreamweaver, etc,)

Rationale:
The purpose of this assignment is to allow LTCY 444 students to demonstrate their abilities to research topics critical to "best practice" in literacy instruction and to share literary experiences, resources, and links to other educational websites.

Students will use on-line searches to locate professional readings and resources (minimum of five sites) related to topics of study in this course. Topics for this research are listed below. You must provide the URLs for the information you have located, an annotation of each site and a presentation of the information you have gathered. This presentation may take the form of a PowerPoint presentation, a web-site, a "visual" adaptation of a Microsoft Word document, or possibly other methods of delivery. The purpose is for each student to become an "expert" on a particular topic and to be able to share information with others. The on-line resources should be supplemented by print materials (via an APA-style bibliography). Students must sign up for a topic of interest. I will accept email messages requesting topics - please provide 1st and 2nd choices. This assignment must be sent to the Dropbox in CourseInfo or sent to the Instructor as an attachment by the due date. You can see an example of what this project should look like by clicking here: Example: Middle and Secondary Students and Literacy. Click here for more examples.

The purpose is for each student to become an "expert" on a particular topic and to be able to share information with others. The on-line resources should be supplemented by print materials (via an APA-style bibliography). Students must sign up for a topic of interest. I will accept email messages requesting topics on August 21, 2003. This assignment must be sent to the Dropbox in Blackboard or put on a web page with the URL being sent to the Instructor by the due date. The Instructor will post these assignments so that all students may view the presentations and provide feedback for others. You can see an example of what this project should look like by clicking here: Middle and Secondary Students and Literacy.

The following are examples of resource sites to facilitate your on-line searches:

McCallum, R. (1998). Don’t throw the basal out wit the bath water. The Reading Teacher, 42(3), 204-208.

Irvin, J., & Connors, N. (1989). Reading instruction in middle level schools: Results of a U.S. survey.
Journal of Reading, 32(4), 306-311.

Criteria	Level 1 0 - 54	Level 2 55-61	Level 3 62-68	Level 4 69-75
On-Line Resources (properly working URL's must be provided for each on-line resource ... no consideration provided for broken links)	Failed to provide required number of on-line resources (5) OR sites were of inferior quality OR failed to relate directly to topic of study.	Provided 5 or more on-line resources or professional readings but sites were of questionable substance OR relate only vaguely to topic of study.	Provided 5 or more on-line resources or professional readings. All sites are of FAIR quality and basically relate to selected topic of study.	Provided 5 or more on-line resources or professional readings. All sites are HIGH quality and relate directly to selected topic of study.
Topic of Study	Resources failed to add to the knowledge base for this topic of study.	Resources provided only minimal information to add to the knowledge base for this topic of study.	Resources provided basic information to add to the knowledge base for this topic of study.	Resources provided rich and abundant information to add to the knowledge base for this topic of study.
Annotations	Little or no clear explanations (with little or no examples) of the information that can be found on each site. Little or no personal comments that explain the quality and appropriateness of information and how that information can be used to facilitate middle school and high school teachers in promoting literacy in their classrooms.	Few clear explanation (with few examples) of the information that can be found on each site. Few personal comments that explain the quality and appropriateness of information and how that information can be used to facilitate middle school and high school teachers in promoting literacy in their classrooms.	Somewhat clear explanation (with some examples) of the information that can be found on each site. Some personal comments that explain the quality and appropriateness of information and how that information can be used to facilitate middle school and high school teachers in promoting literacy in their classrooms.	Clear explanation (with examples) of the information that can be found on each site. Personal comments that explain the quality and appropriateness of information and how that information can be used to facilitate middle school and high school teachers in promoting literacy in their classrooms.
Presentation	Unacceptable presentation of on-line resources. Format does not communicate information; very hard to follow.	Mediocre presentation of on-line resources. Format of presentation rather unclear and difficult to follow.	Satisfactory presentation of on-line resources. Format somewhat clear and easy to follow.	Outstanding presentation of on-line resources. Format clear and easy to follow.
Print Materials	No (or few 1 or 2) bibliography of print materials that relate directly to topic of study.	Some (2 or 3) bibliographic entries that relate directly to topic of study.	Four or more bibliographic entries that relate directly to topic of study.	A large (6 or more) display of bibliographic entries that relate directly to topic of study.