Media Thunder Library
M, T, Th and Fri 7:45am-3:15pm
Wed. 9:30 am-3:15 pm
Lunch activities- The Media Center is open for Makerspace activities during lunch unless a class is using the library. Signs will be posted to let students know that the Media Center is closed. Students should eat lunch before coming to the Media Center.
Book Requests Form - Want a book that's not in the library? Use this form to request a book for the library.
- Welcome back! The books and I missed you! Come see whats new!
School Library Mission Statement
In our library we inquire, collaborate, critically think about and create information through the use of technology and ethical research practices. We use digital and print books from a diverse, engaging and relevant collection to develop lifelong readers and learners. We strive to have a welcoming, inclusive environment for all students which is reflected in the diversity of books in our collection
- Sora, School Catalog- Destiny and Utah's Online Library
- Readingpalooza A book in every backpack
- Library Information
- Research Resources For Teachers and Students
- Clubs and Activities
The librarian and the School Committee strive to have a library collection that all students and parents consider appropriate. Nevertheless, the District recognizes the right of parents under state law and District Policy 11IR-107 Recognizing Constitutional Freedoms in Public Schools, to restrict their child’s access to materials the parent deems inappropriate. However, parents do not have the right to make that determination on behalf of other parents and students.
A parent desiring to restrict their own child’s access to specific library materials shall submit the request in writing (or via email) to the Librarian at the school their child is currently attending. If the material is a required part of classroom curriculum activities, the parent must follow the procedures for waiver contained in 11IR-107 Section 14.
Student Login: Same as student computer login.
If you are on your school computer, you just need to click on the BLUE button.
Student login and Teacher login: use your computer login, once you login once on your school computer or phone you will stay logged in until you log out.
Ask the librarian for the home login information.
- Procedures and Guidelines
- School Library Events
- Library Standards
- DSD School Libraries FQAs for parents
- UELMA Statement on Book Challenges
Davis School Library Policy can be found HERE
The Library Media DESK focuses and prioritizes the reading and information literacy skills that students need to know and be able to use to help them read and research effectively in all subjects and with a variety of technologies.
Every time you do research, you should cite your sources (this includes pictures). At our school, we use MLA format. Make sure you title your page "Work Cited" (centered) and list your sources in alphabetical order by author's last name. You should also double space your page and use a hanging indent if the citation is more than one line. Use the links below to help you cite your sources correctly:
Citation Machine: http://www.citationmachine.net/
Easy Bib: http://www.easybib.com/
OWL PURDUE MLA guide for creating Works Cited page
The Utah State Board of Education (USBE) is thrilled to provide Scrible Edu Pro, the most advanced research/writing platform ever built, to all Utah K-12 educators and students. You now have access to Scrible Edu Pro! This email will help you get started. Please read it carefully and save it for later reference. For background, learn about Scrible here.
Virtual Professional Learning/Training
- Webinar (Overview): Thursday, October 8, 3:30-5 pm MT. Register here.
- Office Hour I (Q&A): Thursday, October 29, 3:30-4:30 pm MT
- Office Hour II (Q&A): Tuesday, November 10, 3:30-4:30 pm MT
- All sessions will be recorded and shared for later viewing.
- All sessions are eligible for Reimagine Teaching from UEN, which recognizes additional work under unusual circumstances. A $200 Amazon gift card is provided for completing 4 hours of technology training. Quantities limited. Sign up today.
Sign up and into your Scrible account using one of the single sign-on (SSO) options listed on the Sign In Page with your official school or district email address (e.g. email@example.com) by clicking the corresponding icon (e.g. Google, Microsoft, ClassLink, Clever) below the Sign In Button. This step will ensure your account is upgraded with Edu Pro features and avoids the need to remember a separate password for Scrible.
When you first sign up, you’ll need to authorize Scrible to access the requested permissions and then complete your account information. Educators should indicate they’re using Scrible for "School (Educator)" and students should choose "School (Student)".
Canvas SSO is also supported. See the articles below on how to use SSO with each platform. If you use multiple platforms, see this article on deciding which platform to use for SSO.
Once you have an account, clicking your preferred SSO icon on the Sign In Page will take you straight into your account.
See these platform-specific articles on how Scrible integrates with each platform:
- Google - SSO, Chrome Extension, Classroom Sync, Docs Add-on, Drive Integration
- Microsoft - SSO, Edge Extension, Roster Sync, Word Add-in, OneDrive Integration
- ClassLink - SSO, Roster Sync
- Clever - SSO, Roster Sync (planned)
- Canvas - SSO, Roster Sync, Library Embed
Your SSO connection and connected apps can be managed under your account Settings.
Install the Scrible Toolbar Chrome Extension or Edge Extension, which enable you to curate, annotate, and cite online articles (i.e. webpages and PDFs). Install the Scrible Writer Google Docs Add-on and/or Microsoft Word Add-in to search your Scrible Library from within a doc, insert comments and quotes from your Library and manage your bibliography in the doc.
Pushing Tools for Students
Technology administrators are advised to push these tools to all student accounts to ensure easy access and prevent teachers from being burdened with a litany of related student help requests during distance learning, particularly since the tools are inconspicuous. Google Admins, see this article pushing the Chrome Extension and Docs Add-on to student accounts.
Self Help Resources
Scrible offers these on-demand resources to help you get started and troubleshoot:
- Overview of How-to-Guides and In-App Tours
- How-to Guides for Edu Pro Teachers
- Frequently Asked Questions (FAQ)
- Use the Help and Feedback Page for the fastest response to a help request.
- Educators submitting help requests on behalf of students should check the box for “Are you submitting this on behalf of another user?” and enter the student email address to help the Scrible Team investigate the issue.
- Students who can’t receive external emails should include the email address of an educator who can communicate with the Scrible Team on behalf of the student.
- To report an issue on an article, click the Feedback Button (with the megaphone icon) at the right end of the Scrible Toolbar. This will navigate you to the Help and Feedback Page, prefill the form and include information enabling the Scrible Team to investigate.
- Email firstname.lastname@example.org with supporting screenshots or videos clips.
1. Task Definition
Ask these questions: What do I have to do or find out? When you do research you are looking for information for some reason, either for your own interest or you have a class assignment. In either case you need to be sure of what you will be doing. Task definition means to be sure about the job you have to do. Let's assume you have an assignment from a teacher. Most teachers give an assignment paper that describes the assignment. Be sure to ask for one. Make sure that you know the following things about your assignment:
1. What kind of final product are you expected to present to the teacher?
• Is it a written report? • An oral presentation?
• A poster?
• Or something else?
2. Does it have to be a certain length, size, or duration of time?
• Do you have any freedom of choice in how to present what you will learn? (See: Alternative Formats for Presenting Research Projects)
3. What is the topic of the assignment?
• Does your teacher give you the specific topic (subject) of your assignment?
• Do you have any freedom to select a topic for yourself?
• Do you have to create a thesis statement (take a position, make an argument) ?
• Did the teacher give you a very general topic that you have to focus to a smaller topic?
4. What is the due date for your final product?
• Are there any parts of the assignment due before the final due date (like a rough draft, notes, outline, etc.)?
Helpful Hint: Get an assignment calendar and write any due dates in it. This will help you plan your time to get the assignment done by the due date. Most teachers will take off points from your grade for late work.
5. What information do I need to start the task (assignment)? Once you are clear about what your assignment is, you will want to start looking for information. Before you jump to the computer or a book, or database, take a moment to prepare for searching.
1. What are the key words or key phrases I can use to get the information I need?
How many different ways are there to say your topic ?
Are there any related ideas that you could look up also?
2. What questions do I want to answer?
• Brainstorm a list of questions before you begin to look for information
Those questions will give you more key words and key phrases to use in your search.
3. What kinds of information will I be searching for?
Do you need descriptions, maps, pictures, statistics, biographical information, etc.?
4. How am I required to cite the resources I will use? (give them credit)
Do you have to make a formal bibliography or "works cited" list? If not, what information are you required to give about the resources you use?
2. Information Seeking Strategies
Ask these questions:
What sources can I use? What are all the sources I could use to get the information I need.
- Make a wish list. Let your imagination go free when you brainstorm. Good ideas you would never think of otherwise may come up.
- Make a List of Possible Sources for ideas. Which sources are the best for me to use? What sources on my wish list are the best and most possible for me to use for this assignment? • Check off the sources on your list that are possible for you to use.
3. Location and Access
Ask these questions:
Where do I go to find each of the sources I want to use?
- Organize your time so you use all the sources in one place together, so you don't have to keep going back to a place again.
- Write the location next to each source in your list, if you know it.
- Ask a librarian or your teacher, if you're not sure.
- How can I find what I need? Who can help me if I don't know how to use the online catalog or find what I need? Any librarian or library assistant will be happy to help you. Just ask them.
- How do I find the information I need within the sources?
1. How is the information in the source organized? Helpful Hint: Every source has its own system of organization. Check out the way each one is organized when you start using it. Look for the index and table of contents. Get help if you need it. After a while, you will learn how to use a wide variety of sources. Is it in alphabetical order like a dictionary or encyclopedia? Or is there an index or table of contents you can use to find the pages you need? Or are you using the Internet and have to find a search engine or know the URL (address) of the site.
2. How will I know what to look for in the sources? Go back to your list of key words and key phrases. These are the words you will use to look up information in the sources, and to use in your computer search.
4. Use of Information
Ask these questions:
- What information does the source give me?
- Is the information in-depth enough for me?
- Or is it too superficial (simple)?
- Does the information give you answers to your questions?
- Does the information give you new ideas, or lead you to other sources?
- Is the information given in the types of formats you need (maps, dates, graphics, etc.)? Can I understand the information?
- Is it in a language you can understand?
• Is it too scientific or technical?
• Does it use too much specialized language that you don't understand? If the language is not right for you, look for the same information in other sources. If you cannot find any, ask a librarian to help you. There is always information available for both experts and non- experts in most topics.
- What information can I use? This is a good time to go back and recheck your task, your specific assignment. Then compare your assignment against the information you have found. Answer the following questions:
1. Does the information included in the source help me complete my task?
• If it does, then you will be able to start "extracting" the information.
• If it does not, you will need to look for information in other sources.
2. Does the information in the source give me additional ideas that make me want to change my original thesis?
• If you find that there is much too much information on your topic, you may want to narrow down your topic
• If you are not finding enough material on your topic, you will want to go through the same process to broaden your topic (make it larger to include more material).
- How will I get the information out of the source? There are a number of ways to extract information out of a source, depending on the type of source and the equipment available to you. Here are some ways to do it:
• Printing (from a computer source)
• Interviewing (and note taking or tape-recording)
• Scanning (requires a scanning device)
• Drawing or sketching
Warning!! You must give credit to the source of any information you use directly or paraphrase. This is called citing your sources. If you use in your final product any data, sentences, paragraphs, sounds, or images (pictures) without citing the source, you are committing an unlawful act called plagiarism, which means pretending someone else's work is your own. There are legal consequences for doing this. That is why it is very important to give credit to any material you use that is not originally your own. The best time to do this is when you are taking notes or copying information in any way. Make Source Cards for all sources you use. Identify on your notecard the source for any information you print out or copy from a computer source, photocopy from anything, scan electronically, or directly copy into your notes.
- Does the information give me any other key words or phrases that I can use to lead me to other information? This is a good opportunity to get "leads" to more information. Look up any names, places, or any other terms that you think will help explain your subject or support your argument better.
- Am I ready to start putting a draft of my project together?
1. Have you double-checked factual information in a couple of sources?
2. Have you collected all of the kinds of information you need (these may include any pictures, maps, data, etc.)?
3. Have you recorded the bibliographic information for any sources you used?
4. Do you have enough information to begin organizing it?
• At this point it is best to make an outline to create a structure for your project.
• Now you can see if you are missing any information, want to eliminate any information, or need to change your thesis or topic in any way.
5. Synthesis (Putting it all together)
Ask these questions:
How can I put all of the information together to present what I have learned?
1. What presentation format does my assignment require? (paper, poster, oral presentation, powerpoint, video etc.)
2.Go back and review your assignment sheet or ruberic to be sure of what is required. If you have a choice of some different formats, what did you decide earlier?
3. What materials do I need in order to put together my presentation? Bring all of your notes, images, disks, artifacts, etc., together into one place. Have all of the tools you need to put it together; paper and pencil, computer disk, poster board, etc. Work at a place where you can spread out and concentrate. 3. Give yourself the time you need to make a rough draft, edit it and make a final copy before the work is due.
Ask these questions:
Is this paper any good?
You should be the first person to evaluate your own work. Ideally you will have finished your project in advance enough to check it thoroughly. After that, you could ask a classmate or family member if they have time to do it. Then, when you turn it in to the teacher to evaluate and grade, you will know it is the best work that you wanted to do.
Is my task finished?
1. Did I complete the assignment given by the teacher?
• Go back and review the assignment sheet again to be sure.
• Make sure that you have completed all the parts.
• Make sure that they are in the proper order.
• Make sure that you have identified the project with you name, your teacher's name, the date and any title if it applies. This evaluation depends on a lot of different criteria. Some of the criteria might be written by the teacher in the assignment. Some of them might be artistic decisions like the effectiveness of an informational poster, or the literary quality of a play or poem. Some of the criteria are common sense. Here is a list of the common sense criteria to evaluate for yourself.
1. Correct spelling
2. Overall neatness
3. Parts in a logical and correct order, nothing missing
4. Borrowed material properly cited
5. Any thesis statements or arguments have been supported Once you have evaluated your work, you are ready to turn it in, hopefully by the due date.