Indicator 5: Develops and uses successful strategies for locating information.
Basic—Lists some ideas for how to identify and find needed information.
Proficient—Explains and applies a plan to access needed information.

• apply basic on-line search strategies.
  
  
• identify the subject for the search, including narrowing or broadening the subject.
  
  
• differentiate among kinds of print library resources.
  
  
• navigate a library using location aids.
  
  
• recognize the parts of a book, e.g., title, copyright date, table of contents, index.
  
  
• increase their understanding of skimming as an essential skill in identifying the appropriateness of a resource.

• Projected access to the online catalog
  
• Large poster or transparency of the STAR Search Graphic Handout to be available throughout the lesson
  
• Transparency of Search Ladder [Create a ladder using bold lines for 4 rungs with double-arrows as the sides; heading should read: UP and DOWN the Search Ladder.]
  
• Sample book on lizards for Step 4 (select one which indexes the Mexican beaded lizard)

1. Create posters or transparencies as needed.
   
2. Gather resources and set up equipment for materials listed above.

1. Ask students what they would really like to happen when they tell the librarian they need a book on ______ (besides having it located and handed to them!). Continue by asking, "What do you think will really happen?"
   
2. Ask a student to role play being the librarian, and the librarian will role play a student.

   Student: I need a book on _____.
   Librarian: (something like) Tell me what strategies you have used to try to find a book on _____ yourself.
   Student: But I don’t know how to do it!

3. Tell students you have a “real deal” for them—by learning the STAR Search strategies they will learn to find books they need, not only in this library but in others as well. Emphasize that the librarian is always willing to help when you get stuck somewhere along the way!
   
4. Explain the STAR Search method.
   1. Ask what the search tool is in your library. (Answer: online catalog)
      
   2. Let’s find information on the Mexican beaded lizard today.
      
      1. Perform a subject search on the selected topic—IT’S NOT THERE!
         
      2. Introduce the Search Ladder as a way to find information on the Mexican beaded lizard within a source on a broader topic. Place Mexican beaded lizard on the bottom rung of the ladder.
      3. What is a bigger subject for which we might search? Guide students to select Lizards.
      4. Perform the search again. There will likely be resources on lizards listed, but go back to the Search Ladder to continue broadening the subject.
         
      5. Through guided discussion, complete the ladder with reptiles at the top.
      
      Alternative example: going down the ladder this time (narrowing a topic)

      weather
      storms
      wind speed
      tornadoes

   3. What are the choices for kinds of resources on lizards? The variety of kinds of print, nonprint and electronic resources reflected in the search should be discussed here. Which kind(s) will help you find the information you need?
      
   4. First, verbally discuss the location aides available in your library—section signs, shelf labels, spine labels, and so on. Ask one student to point out each type and another to model locating a book.
      
   5. Use a sample book to elicit a discussion of the parts of a book. Discuss how each part gives you some information you can use to evaluate the book as a potential resource. Continue the discussion by demonstrating how headings, illustrations, charts, and pictures, in the book can also assist you in determining the appropriateness of a resource BEFORE YOU LEAVE the shelf area.
      
5. Quickly review the steps and check for understanding by having students explain what happens at each step along the way.
   
6. Ask students if they have questions or would like to have any of the steps explained again.
   
7. End the lesson by reminding them of the role play. Remind them that the next time they ask for a book, they will be asked what strategies they have already tried themselves. Point out where the large poster is located in the library to remind them of the steps and strategies.
   
8. STAR Search means “I think I can.” End the lesson by telling them you KNOW they can!

• Teacher observation of student participation and understanding during the lesson
  
  
• Teacher observation throughout the year of application of the process to identify the need for reviewing, reinforcing, and reteaching a step or steps throughout the year
  
  
• Anecdotal notes shared with classroom teacher about strengths and areas for improvement observed during the lesson and throughout the year.
  
  

NCTE/IRA Standards

8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.