English Language Arts and Reading.4.13.G

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The student is expected to

develop a bibliography; and

inquiry research TEKS talk image

Knowledge and Skills Statement

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

Clearly define for students what a bibliography is and show models of exemplary bibliographies from former students. As a class, create a structured bibliography template to use for research papers, presentations, and academic projects. Then task students with developing a bibliography for their research.
 

Further Explanation

This assessment requires students to demonstrate their ability to develop a complete and accurate bibliography. Students must know what should be included in a bibliography as they identify key information, such as author, title, and publication date, from their sources. Students also need to accurately complete the class developed template.

The ethical use of information requires that students know how to correctly document their sources in a bibliography. Students learn to identify key information, such as author, title, and publication date, from their sources. They also learn to document that information according to the appropriate style, (e.g., American Psychological Association (APA), Modern Language Association (MLA), Chicago Manual of Style, or other).

Research

Yamac, A., & Ulusoy, M. (2017). The effect of digital storytelling in improving third graders' writing skills. International Electronic Journal of Elementary Education. [S.l.], 9(1), 59–86. Retrieved from https://iejee.com/index.php/IEJEE/article/view/145

Summary: Researchers investigated the effects of digital storytelling in improving the writing skills of third grade students in rural primary schools. Students writing performance was measured before and after the teaching. Results of this digital storytelling process showed learners' progress in word choice, fluency, and writing quality; students also showed improved interactions and increased motivation to write. Researchers determined that the opportunity for digital storytelling allowed  students to  create meaning through multimodal texts; comprehend the nature of multiform texts; and develop their technology, information, and visual literacies.