As we looked at our steps to research, our URM group pondered whether thinking about a final product should begin earlier or later in the process. Occasionally, teachers who do research in the library feel students worry too much about getting a product finished to the detriment of immersing themselves in the literature of the topic. I think this occurs most frequently at the sixth grade level. After discussions, the group decided that products should be talked about early in the steps because they can influence the type of resources students look for like primary documents, etc. depending on the final presentation. As we encourage students to make decisions about how best to demonstrate their knowledge, deciding what resources will be used, is a critical piece.