Get+Going+with+Citation+Machine

=**Get Going with Citation Machine**=

SETTING THE STAGE (To be reviewed before the session begins.)

Session Overview In this session, participants will learn how to use Citation Machine to keep track of web resources.

Focusing Questions How can we use Citation Machine to help students and teachers keep track of sources?

Materials The following materials are used in this session: -Laptops -Projector

Resources The following resources are used in this session. -[|http://citationmachine.net]

INSTRUCTION (Typically lasts about 20% of session.)

Framing the Session Give participants an introduction and purpose/reason why you are teaching this session: “We have already learned how the internet can be used as a tool for research.” "When you use websites as a reference you must give the author credit.” You may want to have a discussion as to why the author must be credited with the work. “Today we will learn how to keep track of our references using a website called Citation Machine.”

Teaching Demonstrate for participants how to: 1. Open the Citation Machine website. [|http://citationmachine.net] 2. Click on the APA format tab from the menu on the left.

“You will notice that there are different types of sources to choose from. Some of the things we can use Citation Machine to cite are books, magazines, articles, and websites. Today we will be focusing on a non-print resource - citing websites.

3. Click on “websites” from the APA Format menu. 4. Fill in the form with the website information indicated. I am going to use the Time for Kids website, so I will open a new browser window, and type in the address. [|http://www.timeforkids.com.] (NOTE: There is always an article on the homepage. Click on the title and it will take you to the article, which you can use as the reference.) 5. We will need to find the following information to fill out the form: a. Author's last name b. Author's first name initial c. Date of publication YYYY, Month Day [if year only, then just enter the year]. d. Web Page Title (Capitalize only the first letter of the first word of the title and subtitle) e. Date accessed (Month day, year) f. Web site title g. Document URL

6. Once the form is complete, click the “Submit” button. 7. The information I entered onto the website is automatically put into the correct format by Citation Machine. 8. Now I will highlight the reference, and copy it by selecting copy from the edit menu. 9. Open a blank Word document and select Paste form the Edit menu. Now our Citation is in Word. Remind the students how to save their Word document. They will also need to know that when they have more than one reference they will need to be put into alphabetical order. You may want to find a second reference and demonstrate this point.

Guided Practice Guide participants through the process of: “Now it is your turn to try it.”

1. Open the [|http://www.poetry.com] website in a new web browser window. 2. Find the “Poem of the Day” on the homepage, and use the information to fill in the form on Citation Machine. (There is always a “Poem of the Day” on the homepage.) 3. Copy and paste the citation into a Word document. 4. Name and save your new Word document.

WORK TIME (Typically lasts about 60–70% of session.)

Getting Started Tell participants what they will be doing during their work time, and how much time they have: “Take the next 20 minutes to find at least 3 websites about using computers in schools (or you may select your own topic). Use the Citation Machine website to format the references, and copy and paste them into a Word Document. Then we will come back together and share.”

Participant Activity Participants will... 1. Find at least 3 websites about using computers in schools (or any topic the teacher selects). 2. Use the Citation Machine website to format the references. 3. Copy and paste the citations into a Word document, name and save it. Don’t forget to put the references in alphabetical order!

Facilitator Conferring Circulate around the room and confer with participants. Make sure that students are using the Citation Machine correctly and are finding the appropriate information to fill in the form. Remind them that their references must be put in alphabetical order in Word.

If they get finished early, have them look at the forms for other kinds of references. What kind of information is asked for? How are they the same or different?

Take note of particularly good examples of work that can be presented during the Share.

SHARE (Typically lasts about 10–20% of session.)

Share

Today we learned how to use Citation machine to format our references correctly.

How can teachers and students use Citation Machine in school?

ACKNOWLEDGEMENTS Author: Elizabeth D. Email: School/Employer: M.S. 118 Title: Technology Coach


 * TEMPLATE DESCRIPTION**


 * Each session contains the following components and can be conducted in 45–60 minutes:**

This is a concise summary of the session, and how it fits into the training series as a whole.
 * Session Overview**

These are the specific questions that guide the session. The purpose of the session is to address these questions.
 * Focusing Questions**

This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
 * Materials**

All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
 * Resources**

The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
 * Framing the Session**

This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
 * Teaching**

Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
 * Guided Practice**

The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
 * Getting Started**

Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
 * Participant Activity**

As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
 * Facilitator Conferring**

Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
 * Share**

This section acknowledges those who contributed to the creation of this session.
 * Acknowledgements**