LEAven Blog

For nearly a decade, I’ve had the privilege of teaching research skills to upper elementary students. It is one of the most rewarding parts of my job because it empowers students to explore, question, and understand the world around them. Many students are naturally drawn to non-fiction research projects when they are presented in engaging ways, and fostering this curiosity early on sets them up for success in the years ahead.

Before directly teaching research skills this year, I asked my students how they would answer a specific research question. Most said they’d use Google on their Chromebooks. I let them show me their process. They proudly typed the question, clicked the first result, and read the highlighted AI-generated answer aloud. While their enthusiasm was commendable, this exercise revealed a problem: they were not using their critical thinking skills. Students missed opportunities to synthesize information and identify potential biases or inaccuracies. This experience reinforced my conviction that teaching research skills and encouraging students to use credible sources, like books, encyclopedias, and approved websites, is essential. This task cannot be accomplished by teachers or students alone.

Schools need to provide students access to high-quality research resources. Books remain invaluable for this work–they encourage deeper engagement with content and provide reliable information free from algorithmic bias. Digital tools are also essential in providing the most up-to-date information for students. The school I teach at has invested in reputable non-fiction books, approved websites, and PDFs for students to use to develop their research skills. With these resources, I can teach students when it is appropriate to use each of them and help them learn to evaluate the quality and usefulness of information instead of relying solely on quick answers.

I help students develop research skills to engage with these resources gradually. For example, I might start by giving the students a single, reliable resource, which they use to answer a question about a historical figure. After accomplishing this step, I introduce them to multiple resources, which they use to answer questions about another topic. After they gain confidence with these scenarios, I introduce Document-Based Questions (DBQs). With DBQs, my team and I provide curated documents for analysis. As students’ confidence grows, we move to larger projects where they begin independently identifying and utilizing resources independently. They dig through articles using approved books, maps, and databases or encyclopedias to find the information they are looking for. As I teach research skills, I also teach students how to assess credibility, distinguish between primary and secondary sources, and compare multiple resources for accuracy. Of course, developing strong research skills goes beyond identifying, analyzing, and synthesizing reliable information sources.

Note-taking is another essential skill I teach to help improve their research skills. Depending on the project, I will have students use graphic organizers, notecards, outlines, or other note-taking strategies. I teach students how to summarize, paraphrase, and use direct quotes. Encouraging students to reword facts and use note-taking strategies helps them actively process information rather than passively consume it.

Ultimately, I aim to create authentic learning experiences that align with standards while fostering creativity and critical thinking. Thankfully, I have not had to figure out how to do this alone. I’ve become a better teacher by having my teammates share their ideas with me and by learning what teachers of other grade levels do in terms of research. By working together, I ensure my lessons are developmentally appropriate, build on prior knowledge, and prepare students for future expectations.

In our increasingly information-saturated world, helping students develop good research skills is essential. By thoughtfully scaffolding tasks and selecting high-quality resources, we can prepare students for academic success and lifelong learning in an increasingly complex world.