IPL2 Questions
IPL2 Questions
Tara Rice
Reference Sources and Services
LIS 17:610:540, Section 1
Spring 2012
April 23, 2012
1
IPL2 Questions
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Question #1
Greetings from the ipl2,
I see you’re looking for some options for different answers or approaches people have taken to
try and answer the “perfect gentleman” brain teaser. I have found a few sources for you that may
be helpful.
1) Yahoo! Answers
http://uk.answers.yahoo.com/question/index?qid=20110518144326AARspDd
This answer thread provides multiple answers from different people as to who this perfect
gentleman may be. The answers as to why his nephew can’t see that he is a gentleman vary in
range from the possibility that the nephew may have been blind to the possibility that the nephew
may have not understood good manners.
Yahoo! Answers is an excellent source for obtaining information on different people’s opinions
and reviewing input others have contributed to common questions.
2) LinkedIn – Best Answer
http://www.linkedin.com/answers/career-education/mentoring/CAR_MEN/871847100664816
This answer thread provides an answer someone has constructed that many people on LinkedIn
have voted “the best” answer. The author describes how he got to the answer and gives two
options of what he believes the answer could be judging off of his findings (FYI: The third
answer he provides is a joke.).
LinkedIn is a social community in which people can pose questions and share answers with each
other. Like Yahoo! Answers, it is an excellent source for acquiring multiple perspectives on a
question.
To get to the first source, navigate to
http://www.google.com/
and type in “he was the perfect gentleman.” The Yahoo! Answer is the first result down;
however, by clicking on the options in smaller print listed below the first answer, you can see
even more people’s answers to the question. The second choice down is also included on
Yahoo! Answers and could be of help to you.
To get to the second source, navigate to
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http://www.google.com/
and type “perfect gentleman brain teaser” in the search bar. LinkedIn is the first choice listed.
These two sources provide a large number of options for answers to your question and could
even serve as jumping off points for developing your own opinion. As you continue to work
towards solving the riddle, remember to pay close attention to the use of pronouns in the riddle.
The first “he” may or may not correspond with the “his” later mentioned, and the riddle therefore
could be talking about three different people instead of two. The first “he,” therefore, may even
be a stranger or third party not included in the family relationship. Like many have stated in
Yahoo! Answers and LinkedIn, it is possible that the first “he” is indeed the nephew’s uncle, and
the nephew never got to see that he was a gentleman because he has passed away.
I hope these sources are useful to helping you solve this brain teaser and acquiring information
on different options for the answer. If you need more information, do not hesitate to contact us.
Thank you for using ipl2.
Ipl2: Information You Can Trust – –
http://www.ipl.org
Serving the Internet community since 1995
> Needed by: no need by
>
> Question:
> He was a perfect gentleman eventhough his nephew couldnot see
> this.who was he?
>
> name: Kakooza keneth
> from: kennykako@gmail.com
> confirm: kennykako@gmail.com
> location: Kampala,Uganda
> area: Literature
> reason: Research
> school: No
> sources_consulted: Faganfinder.com
>
>
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Question #2
Greetings from the ipl2,
I see you’re looking for information on how to incorporate development skills and collaboration
into handling issues of EFL/ESL in the 21st Century School. I have found a few sources for you
that may be helpful.
1) Davison, C. (2006). Collaboration between ESL and content teachers: How do we know
when we are doing it right?. The International Journal of Bilingual Education and
Bilingualism, 9(4), 454-475.
http://hub.hku.hk/bitstream/10722/45447/1/130990.pdf?accept=1
This link is quite long and could break, so here is a shortened version for your
convenience.
http://tinyurl.com/7tbyylk
Chris Davison’s essay discusses positive and negative factors of collaboration between
ESL teachers and content teachers. The article gives suggestions for further implications
in order to make teaching teams more effective for ESL learners and emphasizes the most
important components of the positive instances, giving suggestions on how to integrate
positive collaborative interaction into the teaching team and the classroom.
The International Journal of Bilingual Education and Bilingualism aims to give educators
and researchers the best scholarly sources for adapting ideas of teaching bilingualism and
multilingualism. Its information is geared towards international audiences, and it is
extremely focused on providing theoretical research on how to effectively weave
bilingual education into the classroom.
2) Hirvela, A. (2006). Computer-mediated communication in ESL teacher education. ELT
Journal, 60(3), 233-241.
http://moodle.bracu.ac.bd/pluginfile.php/2533/mod_resource/content/1/Computer%20Me
diated%20Comunication%20%20in%20ESL%20teacher%20education%20by%20Hirvel
a.pdf
This link is quite long and could break, so here is a shortened version for your
convenience.
http://tinyurl.com/cmzsv29
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This article elaborates on how discussion through social media can help teachers realize
the specific areas in which ESL learners need help. By looking at the students’ posts,
questions, and use of language in computer mediation communication, educators can gain
insight on the areas in which students struggle and why.
ELT Journal is geared towards educators who are teaching English as a second language.
In addition to including articles which discuss incorporating effective teaching of
linguistics, the journal also includes research taken from psychological and sociological
perspectives in order to determine the most effective ways to teach the English language
to ESL learners.
3) MacPherson, S., Turner, D., Khan, R., Hingley, W., Tigchelaar, A., & Lafond, L. D.
(2004). ESL and Canadian multiculturalism: Multilingual, intercultrual practices for the
21st century. TESL Canada Journal, (4), 1-22.
http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1037/856
This link is quite long and could break, so here is a shortened version for your
convenience.
http://tinyurl.com/cqxyom5
This article focuses not only on how to develop effective 21st century skills in teaching
the ESL student. It also differentiates between the different types of language learners
such as aboriginal students, international students, and ASL (deaf) students. It is a great
reference for researching the different groups of language learners who teachers will
often have to educate, and it gives distinct advice on how to effectively educate each of
the groups.
TESL Canada Journal gears its information towards both established teachers and those
studying to be teachers. TESL Canada aims to provide knowledge on how to succeed in
teaching the English language to a diverse population of students.
4) Reimer, T.C., & Reimer, F.V. Developing 21st Century Skills: Electronic pen pals and
Blogging in the Spanish Classroom
http://scholar.googleusercontent.com/scholar?q=cache:MWksegpI5OMJ:scholar.google.c
om/+%28ESL+or+EFL%29+and+%28teacher+collaboration%29+and+%2821st+century
%29&hl=en&as_sdt=0,31
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This link is quite long and could break, so here is a shortened version for your
convenience.
http://tinyurl.com/bqdt2va
This paper gives suggestions on how ESL students – or any students learning a different
language – can use blogging, social media interaction, and electronic correspondence
with pen pals in order to develop their language-speaking skills and vocabulary. It also
elaborates on how different types of technology can be used to help students learn a
different language. It is additionally beneficial in discussing how students can
collaborate with each other through information technology and blogging as well as
communicating with their pen pals.
Dr. Todd C. Reimer is the faculty and staff director of secondary education at
Metropolitan State College of Denver. Dr. Felicia V. Reimer is the manager of the World
Languages Department at Dakota Ridge High School in Colorado.
To get to the first source, navigate to Google Scholar at
http://scholar.google.com
and type “ESL and teacher collaboration” in the search box. This article is the second
result down.
To get to the second source, navigate to Google Scholar at
http://scholar.google.com/
and type “(ESL or EFL) and (teacher collaboration) and (21st century)” in the search box.
This article will be the first result that shows up.
After clicking on the URL provided in this email for this source, a page may appear
asking you to log in. On this page, click on the option “Log in as a Guest,” and the server
will take you to the PDF of this document.
To get to the third source, navigate to Google Scholar at
http://scholar.google.com/
and type “(ESL or EFL) and (teacher collaboration) and (21st century)” in the search box.
This article will be the fourth result that shows up.
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To get to the fourth source, navigate to
http://scholar.google.com/
and type “(ESL or EFL) and (teacher collaboration) and (21st century)” in the search box.
This article will be the third result down on the SECOND PAGE of results.
We found answers to your question by using the Google Scholar search engine.
http://scholar.google.com/
We have provided the citations for the resources provided and outlined the steps taken in
Google Scholar to show you how we retrieved them. If you are unable to reach them on
your own computer, please take the citations to the nearest library for assistance. You
may need to contact your particular library. If you need help finding your library's
website, try the online directories provided on the ipl2's Library Locator:
http://www.ipl.org/div/liblocator/
Some publishers also allow you to purchase individual articles. Many of them include a
link for purchase alongside the abstract.
For more information about Google Scholar, see their "About Google Scholar" page.
I hope these sources are useful to helping you find information on how to integrate some 21st
century skills into the classroom while working with ESL/EFL students. If you need more
information, do not hesitate to contact us. Thank you for using ipl2.
Ipl2: Information You Can Trust – –
http://www.ipl.org
Serving the Internet community since 1995
> Needed by: 4/19/2012
>
> Question:
> I have been reading a lot about 21st century skills and about
> professional development for the teacher of the 21st century. I
> have found that one of the most salient features in
professional
> development is collaboration. I like what I have found, but I
> have not found anything related to the implementation of
> professional development and 21st century skills in the field
IPL2 Questions
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> EFL/ESL. Can someone help me find some of these sources?
>
> name: SANDRA GAVIRIA
> from: sogaviria@gmail.com
> confirm: sogaviria@gmail.com
> location: United States
> area: Education
> reason: To add it to my research on professional development
> models
> school: Yes
> sources_consulted: EBSCO Host, JSTOR
>
>
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IPL2 Questions
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Question #3
Greetings from the ipl2,
I see you’re searching for how to cite the studies that an author of a source used in his or her
writing. This procedure is called “citing indirect sources” or “citing secondary sources.”
Judging by the content of your research paper, it looks like you are looking for information on
how to cite correctly in APA; however, I have also included information on how to cite
indirect/secondary sources in MLA format and Chicago format.
1) Purdue OWL: APA Formatting and Style Guide
http://owl.english.purdue.edu/owl/resource/560/03/
The OWL at Purdue has a very informative list of how to cite authors of studies listed in
one work, all in correct APA formatting. There is an example on this page of how to cite
a study about which you are writing while still giving proper credit to the author of the
source containing the study.
The OWL (Online Writing Lab) at Purdue is dedicated to helping writers and researchers
in instructing them how to cite effectively and properly in formats such as MLA, APA,
and Chicago.
2) Isford, N. (2007). Citing secondary or indirect sources. Learning Assistance Centre,
University of Manitoba, Winnepeg, MB. Retrieved from
http://umanitoba.ca/student/u1/lac/media/Citing-Secondary-or-Indirect-Sources-07.pdf
This link is quite long and could break, so here is a shortened version for your
convenience.
http://tinyurl.com/7g7ly5y
Isford’s article includes valuable information on different approaches to take when citing
indirect/secondary sources in one’s own research. The article provides thorough
directions on how to cite secondary sources along with examples to go along with each
set of directions.
The Learning Assistant Centre at the University of Manitoba aims to improve student
writing and learning through scholarly information and through tutoring. Its website and
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publications reflect its mission to help provide credible and well-researched information
that will enhance student knowledge.
3) Williams College Libraries Citation Guide
http://library.williams.edu/citing/
Williams College Libraries Citation Guide includes information on how to cite
indirect/secondary sources in your research using ALA, MLA, and Chicago citation
format.
Williams College Libraries aims to give its students and the public scholarly advice on
both its website and the in the form of physical material. Its citation page is geared
towards the college students who need help making citations in their papers and research.
To get to the first source, navigate to
http://www.google.com/
and type “examples of citations of indirect sources in apa” in the search bar. This source
will be the third result down. After clicking on the link to the Purdue site, scroll down to
the heading entitled “Citing Indirect Sources.” The information you need is provided
directly under this heading.
To get to the second source, navigate to
http://www.google.com/
and type “examples of citations of indirect sources in apa” in the search box. This source
will be the first result down.
To get to the third source, navigate to
http://library.williams.edu/
and click on “Research Advice” on the top side bar. Select “Citation Guide” in the list of
choices. You will be able to select your preferred format on the left-hand side. The
information on how to cite secondary sources in APA is provided after the phrase “For
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citations taken from secondary sources” written in bold print; in MLA, after the phrase
“Citations taken from a secondary source” written in bold print; in Chicago (note), after
the phrase “Citations taken from secondary sources” written in bold print; in Chicago
(author-date), after the phrase “Citations taken from secondary sources quoting original
works” written in bold print.
I hope these sources are helpful in giving information on how to cite indirect sources in your
research paper in correct APA formatting. If you need more information, do not hesitate to
contact us. Thank you for using ipl2.
Ipl2: Information You Can Trust – –
http://www.ipl.org
Serving the Internet community since 1995
> Needed by: 4/21/2012
>
> Question:
> I am trying to summarize different articles on Cognition, but
the
> author of the article cites four or five different studies at a
> time. How do I incorporate that into my writing?
>
> name: Michelle Cohen
> from: apricot_michelle@hotmail.com
> confirm: apricot_michelle@hotmail.com
> location: Houston, TX, USA
> area: General Reference
> reason: For my research paper
> school: Yes
> sources_consulted: Google. Purdue Owl
>
>