As a librarian, I love teaching informational literacy to students of all ages. This is such an important skill for our students to learn and practice. And. . . there’s so much more than just the final project. In fact, most of the learning happens before the final project as students learn to find, analyze, and organize information. Keep reading to find out how I facilitate the completion of a research project during library time. We are going to dive right into completing a research project in this post. If you don’t feel you are there yet, check out my post on teaching the research process. That blog post details the skills I teach leading up to the project and how we prepare to dive into a research project. Planning the Research Project Before you begin the research project there are some things you will want to have already
Students need to read and learn about many different types of informational texts, including biographies. A biography research project can combine many important skills besides just learning about the life of an important person, such as: note-taking summarizing and paraphrasing information evaluating information finding the best sources for information organizing information the importance of citing your sources  practice writing informational text Basics of a Biography Teach students the call number  When I teach about biographies in the library, I start by showing students the biography section and pointing out the call number for biographies. I always give my biographies the call number of 92; however, each library is different.  What’s the difference between a biography and an autobiography? I then like to discuss the difference between a biography and an autobiography. A biography usually provides facts about a person from their childhood through adulthood and is written by someone