Four+research+or+inquiry+methods


 * || **ISearch (Macrorie)** || **TLC Thoughtful Learning Cycle** || **REACTS (Stripling and Pitts)** || **Pathways to Knowledge (Pappas and Tepe)** ||
 * <  ||< T he I-Search (Macrorie, 1998) empowers students by making their self-selected questions about themselves, their lives, and their world the focus of the research and writing process.

Filkins, Scott. //Study Guide: Promoting Student-Directed Inquiry With the I-Search Paper.// ReadWriteThink. 2014. Web. 18 Feb. 2014 http://www.readwritethink.org/professional-development/strategy-guides/promoting-student-directed-inquiry-30783.html#related-resources ||< ALA TLC chart ||< If students spend their time in the research process integrating, concluding, and conceptualizing, then their final product will be reflect transformation and synthesis of information. ||<  "Inquiry is an investigative process that engages students in answering questions, solving real-world problems, confronting issues, or exploring personal interests" (Pappas & Tepe 2000) || @http://www.k12.hi.us/~mkunimit/pathways.htm ||
 * <  ||< I-Search chart @http://www.readwritethink.org/files/resources/printouts/I%20Search%20Chart.pdf ||< this model is a cycle, because real learning should always lead to more questions and further investigation ||< REACTS Taxonomy includes the following elements:
 * **Recalling**
 * **Explaining**
 * **Analyzing**
 * **Challenging**
 * **Transforming**
 * **Synthesizing** ||< Students who engage in inquiry begin with a problem that needs resolution or perhaps a project or interest they want to explore. As they pursue this inquiry project, students question, find information, interpret their information, use information, and construct new understandings. ||
 * <  ||< I-Search Reflection chart @http://www.readwritethink.org/files/resources/printouts/I-Search%20Process%20Reflection.pdf ||< Basing investigations on a linear problem solving model in which the final step is a completely resolved solution leads to trivialization of thought. ||< A ten-step process
 * 1) **Choose a broad topic**
 * 2) **Get an overview**
 * 3) **Narrow the topic**
 * 4) <span style="font-family: Arial,sans-serif;">**Develop thesis statement**
 * 5) <span style="font-family: Arial,sans-serif;">**Formulate questions**
 * 6) <span style="font-family: Arial,sans-serif;">**Plan for research**
 * 7) <span style="font-family: Arial,sans-serif;">**Find, analyze, evaluate**
 * 8) <span style="font-family: Arial,sans-serif;">**Evaluate evidence**
 * 9) <span style="font-family: Arial,sans-serif;">**Establish conclusions**
 * 10) <span style="font-family: Arial,sans-serif;">**Create and present final product** ||< <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify;">Pathways includes six stages: Appreciation, Presearch, Search, Interpretation, Communication, and Evaluation. ||
 * <  ||< students will learn about something that is personally interesting and significant for them—something they have the desire to understand more about. ||< <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">learning is continual and recursive, and that the main goal is not a final product or solution but the formulation of ideas, understandings, and further questions. ||<   ||< <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify;">The graphic version of the Pathways Model (Figure 1, page 25) was designed to show the nonlinear aspect of the process which is emphasized by the visual use of bands and double tipped arrows. ||
 * <  ||< offer supportive feedback—either through written comments or in individual conferences—on the topics that have the most potential for success ||< <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">Everyone has mental models - any new learning starts with these mental models; real learning occurs only when these models are restructured to include new ideas in a meaningful context. ||<   ||< Created for Follett.
 * <  ||< have students choose the topic that seems to have the most potential and allow them to brainstorm as many questions as they can think of. ||< <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">**Content**
 * 1) <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">Need to Know/Concept and Essential Questions
 * 2) <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">Information
 * 3) <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">New Understanding; and
 * 4) <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">Assessment Product.

<span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">The information processes occurring simultaneously with the content phases include three aspects: <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">**Process** @http://wits.williamsvillek12.org/curriculum/ViewCurriculumCourse?course_id=43 ||
 * 1) <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">Inquiry;
 * 2) <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">Synthesis/Decision Making; and
 * 3) <span style="background-color: #ffffff; color: #303030; font-family: 'Helvetica Neue',arial,sans-serif;">Expression. ||<   ||< <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify;">Pathways to Knowledge Trademark: Follett's Information Skills Model" (Pappas & Tepe, 1997) <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify;">The www.pathwaysmodel.com website does not work... ||
 * <  ||< choose a tentative central question—the main focus for their inquiry—and four possible sub-questions—questions that will help them narrow their research in support of their main question. The I-Search chart will help students see relationships between their questions. ||<   ||<   ||< Another visual representation of the model
 * <  ||< The reflective component which uses the I-Search Chart will help students write about why they chose the topic they did, what they already know about the topic, and what they hope to learn from their research. ||<   ||<   ||< <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify;">As a graphical representation, the model can be used by students and instructors in grades 4 through college as a visual map of possible information-gathering processes. Instructors in grades K through 3 use the model as a framework to introduce the skills and concepts that support the process. ||
 * <  ||< the main components of a finished I-Search project: ||<   ||<   ||< <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify;">It is a holistic information process model which includes an introduction (Pappas, 1997), a graphic version designed to illustrate the nonlinear aspects of information gathering, and a detailed text-based version known as the Extended Text (Pappas & Tepe, 1997) ||
 * <  ||< ** The Search Story
 * Engage reader’s attention and interest; explain why learning more about this topic was personally important for you.
 * Explain what you already knew about the topic before you even started researching.
 * Let readers know what you wanted to learn and why. State your main question and the subquestions that support it.
 * Retrace your research steps by describing the search terms and sources you used. Discuss things that went well and things that were challenging.
 * Share with readers the “big picture” of your most significant findings.
 * Search Results
 * Describe your results and give support.
 * Use findings statements to orient the reader and develop your ideas with direct quotations, paraphrases, and summaries of information from your sources.
 * Properly cite all information from sources.
 * Search Reflections
 * Discuss what you learned from your research experience. How might your experience and what you learned affect your choices or opportunities in the future. ||<  ||<   ||< <span style="color: #005bc6; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; line-height: 1.5; text-align: justify; text-decoration: none; vertical-align: baseline;">[|Appreciation] <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;">Individuals appreciate literature, the arts, nature and information in the world around them through varied and multiple formats including stories, film, paintings, music, books, periodicals, the Web and video. Reading, viewing and listening to these various sources of information and sharing insights gained fosters curiosity and imagination among students. Importantly, learners' appreciation of aesthetic beauty in the literature and the arts grows and matures as they proceed through the stages of information seeking.

<span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;"> [|Presearch] <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;">The Presearch stage enables searchers to connect their information need and prior knowledge. They may participate in a brainstorming activity to create a web or a list of questions on what they know about their subject or what they want to know. Students search through general sources to develop a broad overview of their information need and the relationships among related aspects of the subject. Presearch provides searchers with strategies to clarify their focus and develop questions for their specific task.

<span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;"> [|Search] <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;">During the Search stage, searchers identify appropriate information providers, resources and tools, then plan and implement a search strategy to find information relevant to their research question or information need. Searchers use print and electronic tools and resources and participate in cooperative searching and interaction with experts.

<span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;"> [|Interpretation] <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;">Information requires interpretation to become knowledge. In the Interpretation stage searchers analyze, synthesize and evaluate their information to determine its relevancy and usefulness to their research question or information need. Throughout this stage searchers reflect on the information they have gathered and construct personal meaning from the information collected.

<span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;"> [|Communication] <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;">In the Communication stage searchers organize, apply and present new knowledge relevant to their research question or information need. They select a format that appropriately reflects the new knowledge they need to convey, then plan and create their product.

<span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;"> [|Evaluation] <span style="color: #333333; display: block; font-family: Helvetica,Arial,sans-serif; font-size: 12px; text-align: justify; vertical-align: baseline;">Evaluation and assessment of self and peers are ongoing in this nonlinear information process model. Assessment includes gathering information about student performance throughout the process whereas evaluation usually occurs when students complete tasks and finalize products. By assessing their information literacy skills, students refine their information seeking processes. They evaluate their products to determine how effectively they have achieved their learning goals. Through this continuous assessment, evaluation, and revision cycle, students strengthen their own independent searching capabilities. ||
 * <  ||< students should have time during every class period to write about their process, questions they’re facing, challenges they’ve overcome, and changes they’ve made to their research process. ||<   ||<   ||<   ||
 * <  ||< * Doll, Carol. "Ken Macrorie's I-Search Model." // School Library Monthly // 19.6 (2003). 24-42. // Library and Information Science Source // . Web. 19 Feb. 2014 ||<   ||<   ||<   ||
 * <  ||< Students also are required to record their search process in a journal. ||<   ||<   ||<   ||
 * <  ||< Macrorie suggests they may wish to divide those papers into four parts: ||<   ||<   ||<   ||
 * <  ||< 1. What I Knew (and didn't know about my topic when I started out). ||<   ||<   ||<   ||
 * <  ||< 2. Why I'm Writing This Paper. (Here's where a real need should show up: the writer demonstrates that the search may make a difference in his or her life.) ||<   ||<   ||<   ||
 * <  ||< 3. The Search (story of the hunt). ||<   ||<   ||<   ||
 * <  ||< 4. What I Learned (or didn't learn. A search that failed can be as exciting and valuable as one that succeeded) ||<   ||<   ||<   ||
 * <  ||< Both Tallman (2002) and Duncan and Lockhart (2002) indicate that one main strength of the I-Search model is its flexibility. It can be used with any subject, with many grade levels, and can be adapted to meet specific needs ||<   ||<   ||<   ||
 * <  ||< Tallman and Joyce stress that I-Search makes collaboration easy between library media specialist and teacher. ||<   ||<   ||<   ||