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TL9.2final The Teaching Librarian Volume 9, no. 2 26 Using a variety of strategies, teacher-librarians teach this process so that students understand from the beginning where they are heading, pro- viding them with a 'map' so to speak. As a visu- al reminder, the map of this four-stage process is displayed on the folder, with a list of specific research actions for each stop along the way. For example, Stage 3: Process Information lists actions such as: 1) think critically as you listen, observe, read, view, 2) make value judgments: question the authority, relevance, point-of-view and accuracy, 3) record only information to answer your question or support your thesis, and 4) sort and record using organizers and outline headings. If students get lost in their research journey, the map is ever present to guide them in the right direction. REFLECTION FOR GROWTH: THE TRAVEL DIARY Teaching students the importance of reflec- tion and how to reflect develops their metacog- nitive process. This "heightens awareness and commitment to critical assessment of student learning" (Herbert, Elizabeth, 1997, 70). Just like travel dairies, reflections should address both the journey's progress and feelings of the stu- dent throughout it. Kuhlthau (1994) reminds us how important it is to acknowledge students' feelings; not only their frustration, confusion, uncertainty, but also their confidence, accom- plishment and excitement. When students understand that a full range of emotion is often integral to finding the right information, grap- pling with ideas, forming a focus and presenting the new learning, they learn the importance of persistence. And in the case of less academic students, acknowledging and monitoring these feelings often prevents them from becoming overwhelmed with research and losing confi- dence. At the beginning, students reflect upon prior experiences of research and analyze their exist- ing strengths and weaknesses when doing research. For some students, difficulties arise in locating information; for others it is putting together the final product and for others it is knowing what information is worth keeping. Sharing this information during conferences with teachers and teacher-librarians helps stu- dents clarify their thinking and develop a realis- tic plan for improvement. When students reflect upon the process, assess their progress and set goals to improve, they take more ownership of their learning and gradually move to becoming more independent learners.. This kind of reflec- tion should be formally and informally done after each stage of research. ASSESSMENT AND EVALUATION: THE PHOTO ALBUM The portfolio is important in the assessment and evaluation of both the research process and product; it is proof of the journey and the scenic tours along the way. By including a detailed criteria for assessment in the portfolio, students are informed from the start how they will be evaluated. In the portfolio, all aspects of the journey are documented. The teacher-librarian and teacher can assess the thesis statement, print-outs of resources, point-form notes, reflections, skeletal outline and drafts. The research portfolio is also valu- able when meeting parents to discuss student progress. Parents can clearly see student devel- opment and progress. BENEFITING STUDENTS AND TEACHERS Inquiry and research is a complex process; it is an "interplay of thoughts, feelings and actions." (Kuhlthau, February/March 1999, 3). Using research portfolios benefits both stu- dents and teachers. For students, it reminds them of the stages of research, recommends reflections at each stage, highlights assessment, and becomes the vehicle for meaningful dia- logue at conferences. For teacher-librarians and teachers, using a research portfolio sets the tone of the project as an essential learning experience. For all parties, it honours both the process and product of research. It can also be a "window into the students' head; a means for both students and staff to understand the edu- cational process at the level of the individual learner" (Paulson, Paulson, Meyer, 1991, 173). The research portfolio documents the journey of academic growth and is evidence of the power of collaboration: students, teacher and teacher-librarian working together to create the very best learning experience. z Reprinted, with permission, from Access, the Australian School Library Association's pro- Works cited: Hoyle, Cheryl and Karen Sheppard. Portfolio training manual. Whitby, Ontario: Durham District School Board, 1997. Information Studies: Kindergarten to Grade 12. Ontario School Library Association, 1999. Kuhlthau, Carol Collier. "Accommoda ting the User's Information Search Process: Challenges for Information Retrieval System Designers" Bulletin of the American Society for Information Science. Vol. 25, No. 3 (February/Mar ch 1999) http://www.as is.org/Bulletin/ Feb- 99/kuhlthau.h tml. Kuhlthau, Carol Collier. Teaching the library research process (2nd ed). Metchen, NJ: Scarecrow Press, 1994. Paulson, Leon F., Pearl Paulson and Carol Meyer. "What makes a portfolio a portfolio?"