Lesson 6 -- Gale Virtual Reference Library

Basic Challenge

1. Getting to know the titles in GVRL is similar to getting to know the titles of your library's reference collection. Click "Title List" on the upper right to view all the titles available in the collection. Click a book title of interest to you and access an article via the table of contents. Notice with the multi-volume titles, you can select which volume you look at. Discuss the title you selected and how you may use it. 


I chose to look at Endangered Species, 2004. Right now my students are working on a small animal research project in the library. They are required to have one print and one online resource for their project. I think that this book would be a good resource for students because it meets all of the criteria for good sources that we have already talked about in our library. It is from a trusted source, and it has information that students could use for their project. I also like that it includes pictures and information on habitat for each animal. 


2. At the top of the home page, type a search term in the search box. Search for answers to the two questions posed at the beginning of the post: zinc or The Adventures of Huckleberry Finn if you can't think of something else. Review the results, selecting an article to see what kind of information you can find. Test the "Listen" feature. Discuss your results. 

I first looked up Zeus and this search came up with quite a few options. I looked at UXL Encyclopedia of World Mythology, 2009. This is a multi volume collection with information on mythological beings from around the world. I think that this would be a great resource for any student tasked with a report or interested in mythology, as it presents not just the normal Greek and Roman gods, but a collection of gods and myths and fables. It includes information on witches, wizards, and even Robin Hood. This might be a good way to mix up our end of the year research papers.  

The information on Zeus included an overview, major myths, keys and symbols, images, links to other information, and how to cite the information. I also like that there is a "Read, Write, Think, Discuss" section that asks readers to consider the information that they read and poses questions for the reader to consider and discuss.  

I also looked up South Dakota because a lot of our students do reports on our state at the 4th and 5th grade level. The Dictionary of American History had a lot of great information on the state, although a little of it was a little heavy for this age level. I think that this would still be a great source for them. 

I did like the listen feature. It made it really easy to follow when the words and sentences were highlighted. I think that our students would really benefit from that feature as it would help expand their vocabulary with a few of these more difficult selections. 
3. Look at 2 or 3 other participants' blogs to see what they discovered. Comment if you like.

I looked at Potter County Library and Meade School Dist. blogs. It was interesting to see the information that they looked up and their take on the information provided. 

Common Core Challenge

In Lesson 5, on the GVRL home page, click “Education” on the “Subjects” in the left sidebar. Then search all the Education titles at once. Here’s how: in the upper right, search within “Education” for one of the following topics: “critical thinking,” “problem solving,” or “creativity.” Read at least two articles on the topic and discuss how what you read aligns with Common Core. (Common Core State Standards information is found on this page and in the right-hand sidebar. Current SD School Library Content Standards are here.)

In your blog post, name the standard and briefly and specifically describe the lesson you will teach using GVRL to help meet the standard.


This was very difficult to relate to 4th &5th graders as most of the information that came up with any of the topics was very advanced. I settled on "creativity" and found a few articles on creative jobs, including "fashion designer"and "photographer", both from the Career Information Center. 

The articles listed job facts, what they do, work environment, how to became a photographer of fashion designer, job outlook and similar occupations. 

I think that my students could use this to complete standard 5.W.2 - 


 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrasts, especially).
d.Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.

In some classrooms they already write papers on jobs that they might want to pursue in the future, and this could add to their research on their desired career. It does give details, examples, quotations, and overall would be a very good resource.