ICBL Strategy 5: Obtain Additional Resources

No matter what type of question learners pose, it is likely they will use additional resources to help them develop a reasonable answer.

Resources may include textbooks; other library materials; results of computer simulations; results of lab or field research; articles from professional journals or popular press, data sets, maps, emails, websites or other electronically based resources; pamphlets from organizations; interviews with experts; information from museum exhibits, etc. Ask students to list 3-4 potential resources as they wrap up the case analysis. Extended informational research may be assigned independently.

The instructor may decide to make some resources available by putting them on reserve in the library, bringing them to the classroom, or creating a web page with some relevant links.

Resources for the Goodbye Honeybuckets case might include:

• the earth science text
• relevant maps
• informational web sites (see below)
• an Excel spreadsheet on seasonal fluctuations for arctic ponds by location
• notes from an interview with a builder/architect familiar with the arctic
• access to a climatological database on the tundra.


Note: The case author had students consult with local Tribal elders to learn about traditional methods of waste treatment.

Selected web resources:

• Environmental preservation rehabilitation and enhancement workshop ( This site may be offline. )
  Lots of background data on sewage problems in tundra.
• Geophysical Institute Alaska science forum article: If you build it (a wetland), they (pollutants) will stay (more info) If you plant wetland plants around lagoons, this helps mediate the leaching of toxins.
• Global environment outlook, Sanitation and Waste. A site from Mexico commenting on Alaskan and Russian waste treatment problems. This is truly a global problem!
• A map of tundra regions worldwide (more info)