Reading for Information:
The Trash-N-Treasure Method of
Teaching
Note-Taking
Subject Area:
Topic:
Title:Trash-N-Treasure
Author: Barbara A. Jansen, Librarian,
Live Oak Elementary School,
Austin, Texas
Date:Originally published in the February 1996 issue of School Library Media Activities
Monthly
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Audience/Grade Level:
Activities:
Assessment:
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"And remember, don't copy out of the encyclopedia. Write it in your own
words!" How many times have students heard this warning as they begin
searching for information in the library media center? Students will copy
out of the encyclopedia or other source unless taught effective
note-taking strategies and given an authentic task that requires higher level manipulation of the located information. (For more information on
authentic task development, please see "Authentic Products: The
Motivating Factor in Library Research Projects," SLMAM December 1995)
Reading for specific information and taking notes may be the most
challenging step in the information problem-solving process. Students in
grades 3-8 need many developmentally appropriate opportunities to locate
and use information before mastering the techniques. By providing these
opportunities in an information problem-solving process model, such as
the Eisenberg and Berkowitz Big Six Skills Model (Eisenberg and
Berkowitz, 1990) or Stripling and Pitts Research Process (Stripling and
Pitts, 1988), students will work with a well-defined and focused task
including researchable questions. "The real skill of note-taking lies not
in the manual techniques for arranging material on a page, but in the
cognitive techniques for looking for and asking relevant questions.
Knowing what is important means knowing what it is important for having a
sense of purpose" (Irving, 1985).
More than just extracting needed information, note-taking
consists of three steps: Identification of keyword and related words in
the researchable questions, skimming and scanning and extracting needed
information. These steps begin after students have defined and narrowed
the task, constructed researchable questions, and located appropriate sources.
Identification of Keyword and Related Words in the Researchable
Questions
Once students have constructed researchable questions based on
the information needed to complete the task or solve the information
problem, they can transfer the questions to a data chart (McKenzie,
1979), other graphic organizer, or note cards. (See data chart on Example
1). The students should then underline the keywords and generate a list
of related words. Demonstrate, using the overhead projector, how students
will identify keywords and related words. Then allow students to
underline keywords and generate a short list of related words for the
questions on their data charts as the library media specialist and the
content-area teacher monitor (See example 1).
Skimming and Scanning for Specific Information
Having organized the researchable questions on data charts or
other organizer and identifying keywords and related words, students are
ready to begin reading for information. This may be the most difficult
task a student researcher faces. Teaching students to skim and scan a nonfiction or reference book will facilitate their search. Skimming and
scanning "is to utilize text in as pragmatic a way as possible with a
minimum of time and effort" (Cheek and Collins, 1985).
Skimming requires the reader to read quickly and look for main
ideas or supporting details in a paragraph (Phipps, 1983, 4-5). Skimming
requires the reader to take in large chunks of text at one time. The
reader is concerned with getting an idea of the whole passage.
Comprehension does not depend on reading every word. Teach students to
read the first and last paragraph of sections for summaries of the
content and the first and last sentences of paragraphs to gain an
impression of the topic (Cheek and Collins, 1985).
Scanning requires the student to "move his or her eyes quickly
over a piece of reading material looking for one specific point, the words
they are looking for jump off the page at them. It is employed for
pinpointing needed facts or ideas from the text or the index. It involves
skipping words, but the emphasis is on recognition the reader knows what
to look for and rapidly scans until words are found and closer reading
can occur (Phipps, 1983. 4-5). Here is where students will look for
keywords and related words.
Extracting Needed Information
Note-taking consists of four types: citation, summary, paraphrase,
and quotation. The citation technique involves exact copying of specific
facts (Stripling & Pitts, 1988, 116). Students should learn to take notes
by omitting all words or phrases not essential to the meaning. The most
important considerations in note-taking are accuracy and honesty. The
student must not distort the author's words or views, and give full
credit if copying or quoting the author's ideas (Irving, 1985.) The
trash-n-treasure method supports the citation technique and teaches
students how to eliminate unnecessary words and phrases.
The Trash-N-Treasure Note-taking Technique
After identifying appropriate sections in the source by scanning
to locate keywords and related words in the table of contents, index,
headings, subheadings, and captions, students are ready to begin
extracting needed information. Direct instruction is necessary the first
few times students are required to take notes for an assignment. Frequent
review will help students become independent users of the process.
Relate note-taking to a pirate's treasure map (show one if
necessary). The map itself is like the article or chapter of a book
containing information about the topic. The X on the map, which marks the exact location of the buried treasure, is the section of the text
containing needed information, or an "answer" for specific questions
defined in the task. A pirate must dig for the treasure chest, tossing
aside dirt, weeds, and rocks (trash). A researcher must dig to find words
that help answer the questions (treasure words). He or she must "toss
aside" unnecessary sentences, phrases, and words (trash words). Of course,
these words are not trash to the original source, only to the researcher
because they do not answer the questions defined in the task.
Demonstrate this concept using an overhead projector and
transparency of an encyclopedia article or section. The students should
each have a copy of the article so they can follow along and practice the
technique.
- Show a prepared question, including the underlined keywords and list
of related words. (See example)
- Scan the article until the appropriate heading is located.
- Place a slash at the end of the first sentence and read it. Ask "Does
this sentence answer the question?"
- If the answer is no, tell the students that that sentence is "trash"
to them. Go on to the next sentence, placing a slash at the end.
- If the answer is yes, underline the first phrase and ask if that
phrase answers the question. If the answer is no, underline the next phrase and repeat the question.
- If the answer is yes, read that phrase word by-word, asking which
words are needed to answer the question these are treasure words. Circle
those words, then write them in the appropriate place on the overhead
data chart (see sample) or whichever organizer the students are using.
Those that do not answer the question are trash words. Continue phrase by
phrase and word by word until coming to the end of the sentence. Count
the words in the sentence and then count the treasure words. Students are
very impressed when you say, "The sentence has 17 words and I only needed
to write four of them. I don't know about you, but I would rather write
four than 17!"
- Demonstrate the process again, allowing the students to practice,
using copies of the article. Allow students to independently practice a
few times before they begin their own research. The library media
specialist and teacher should monitor each student's work, reteaching as
necessary.
Once students understand the concept of "trash-n-treasure" words, they
begin to write fewer and fewer unnecessary words. Third, fourth, and
fifth graders can begin to understand the concept of not copying every
word, but mastery should not be required.
When students have located and extracted adequate information for
the stated task, encourage them to summarize as necessary and add written
comments and reactions concerning the use of the notes in the final
product or performance. To avoid plagiarism, the notes should be turned
in with the final project, whether or not it is written. And, of course,
the more creativity that the final project requires (Stripling and Pitts,
1988, 117), students have no reason to "copy from the encyclopedia."
Works Cited:
Cheek, Earl H., Jr. and Martha D., Collins. 1985. Strategies For Reading.
Columbus: Charles E. Merrill Publishing Company.
Eisenberg, Michael B. and Robert E. Berkowitz. 1990. Information
problem-solving: The Big Six Skills approach to library & information
skills instruction. Norwood, NJ: Ablex Publishing Corporation.
Irving, Ann. 1985. Study Skills Across the Curriculum. London: Heinemann
Educational Books.
McKenzie, Gary R. "Data Charts: A Crutch for Helping Pupils Organize
Reports." Language Arts, October. National Council of Teachers of English, 1979. pp. 784-788.
Phipps, Rita. 1983. The Successful Student's handbook: A Step-By-Step
Guide to Study, Reading, and Thinking Skills. Seattle and London:
University of Washington Press.
Stripling, Barbara K. and Judy M. Pitts. 1988. Brainstorms and
Blueprints: Teaching Library Research as a Thinking Process. Englewood,
CO: Libraries Unlimited, Inc.