Prewriting+K-W-L-Q

Michelle is maroon

__ The 4 research/inquiry methods I researched: __
 * 1)  Isearch (Macrorie) - Marilyn Joyce and Julie Tallman.  //**My choice for the KWLQ assignment**//
 * 2) Thoughtful Learning Cycle (founded by Barbara K. Stripling and Judy M. Pitts).
 * 3) REACTS (Stripling and Pitts Research Process Model)
 * 4) Pathways to Knowledge (Pappas and Tepe)


 * I-Search **
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * Don't know much. Haven't used an inquiry method before. || What is it about and is it easy to use? || Macrorie’s central purpose was to actively engage students in asking and pursuing research questions in which they had a personal interest.

From my research of I-Search, it seems very easy to understand. Much easier than other methods which require multiple steps and are very detailed. || How come this method seems much less complicated than other methods? ||
 * || What are the steps? || * ** Selecting a topic ** - exploring interests, discussing ideas, browsing resources
 * ** Finding information ** - generating questions, exploring resources
 * ** Using information ** - taking notes, analyzing materials
 * ** Developing a final product ** - developing communications, sharing experiences (I-Search) ||  ||   ||
 * || Why are reflections so important? || The strong focus on metacognition—paying attention to and writing about the research process methods and extensive reflection on the importance of the topic and findings—makes for meaningful and purposeful writing (Filkins). || What do the best reflections look like? ||  ||
 * || For what age group is the method best? || Often used by middle and high school students, the inquiry-based approach can also be used with elementary or college students (I-Search)

Tallman and Joyce point out, “[o]ne pleasure of the I-Search is its adaptability for use at multiple levels…for first graders up to graduate students” (Goosney). ||  ||   ||
 * || What does a final product look like? || An I-Search paper is usually less formal than a traditional research paper; it tells the story of the writer's personal search for information, as well as what the writer learned about the topic. (I-Search Paper Format Guide) || I-Search was created during a time when paper-based projects were due. Can this method be applied to Web 2.0 products? How to apply reflections with the content? ||  ||
 * || Is this method based upon research? ||  ||   ||   ||
 * || How old is the method? Has it been adapted/updated?

What role do Joyce & Tallman have in I-Search? || Macrorie published "The I-Search" in 1988.

In 1997, Tallman and Joyce adapted Macrorie’s model for use in K-12, providing a solid, practical framework for implementing his strategies. Tallman and Joyce updated again in 2006, drawing new insights and ideas from a decade of application (Goosney).

There have even been efforts along the way to update the I-Search process (for example, Davis, 1995; Education Development Center, 2000; Klausman, 2007; Luther, 2006; Lyman, 2006.), although none of these efforts goes far enough in fully imagining I-Search for the 21st Century. New researchers have reconceptualized the I-Search method for the 21st century and call it iSearch 2.0 (Alvery, et al.) || Will I-Search be relevant in the 21st century? ||  || __ ** Works Cited ** __
 * || Can this method be used in all subject areas? || The original framework was designed to help students develop questions from their day-to-day experience, but I-Search can be adapted for use with subject-area content. The 2nd edition of Tallman and Joyce contains a new chapter entitled, “Linking I-Search and Curriculum Content Areas” (Goosney) ||  ||   ||
 * || What are some main themes of I-Search? || * I-Search differs from traditional research in that it focuses as much on the process as the product of research.
 * Students choose a topic based on their interests
 * I-Search has the learner think about what they already know on a topic, what questions the learner would like answered, what knowledge others have on the topic, and how the new knowledge they have has changed their mental model on the topic. || What are some of the challenges to an inquiry method that focus on the process more than the product? ||  ||
 * Involves asking questions || What grade levels is the I-Search used? || Used at the middle grade level || What type of technology can support this process? ||  ||
 * This model is a process || Can you integrate all subjects into the I-Search? || Used in an interdisciplinary manner surrounded by a theme that can link all subjects ||  ||   ||
 * Students are engaged because they are learning about information they want to know more about || How many steps are involved? || There are 4 phases ||  ||   ||
 * Written in first person ||  ||   ||   ||   ||

Alvery Tara L., et al. "From I-Search to isearch 2.0." //English Teaching Practice & Critique. .// 10.4 (2011): 139-148. //Education Research Complete.// Web. 21 Feb. 2014.

Goosney, Janet. //Book Review.// The Canadian Journal of Library and Information Practice and Research. 2007. Web. 19 Feb 2014. [|https://journal.lib.uoguelph.ca/index.php/perj/article/view/362/587#.Uwe7UvldWSo]

Filkins, Scott. Study Guide: // Promoting Student-Directed Inquiry With the I-Search Paper. // ReadWriteThink. 2014. Web. 18 Feb. 2014 []

//I-Search//. Information Age Inquiry. n.d. Web. 19 Feb. 2014. []

// I-Search Paper Format Guide. // Gallaudet University. n.d. Web 19 Feb. 2014 []

“The I-Search: Guiding Students Toward Relevant Research.” Educational Leadership, n.p. Sept 1995. Web. 26 Feb. 2014. http://www.ascd.org/publications/educational_leadership/sept95/vol53/num01/The_I-Search@_Guiding_Students_Toward_Relevant_Research.aspx

> 1. Connect-identify prior knowledge/identify point of view/make inferences > 2. Wonder -Students develop questions to guide their inquiry investigations > 3. Investigate -Students use primary/secondary sources in multiple formats to pursue their questions > in depth. > 4. Construct - Students must draw conclusions from information found/represent a point of view with > supporting evidence (this is probably the most challenging phase). > 5. Express - Students develop a product to demonstrate their NEW understanding and share with others.By > this they solidify their own learning. > 6. Reflect - The Stripling Model allows student to reflect throughout the inquiry process, but it's > important for students to think about what they have learned about the topic/idea and inquiry process > itself. || 1. How effective is this model with students who are below level? What does data say about this model? ||
 * Stripling Model of Inquiry (LaMetra) **
 * ** KNOW ** || ** WANT to LEARN ** || ** LEARNED ** || ** FURTHER QUESTIONS ** ||
 * There are 6 phases ||  || * **Stripling Model of Inquiry 6 Phases**
 * There are 6 phases ||  || * **Stripling Model of Inquiry 6 Phases**
 * Students are actively engaged in each phase || How does this model compare to other widely used inquiry models? || Primary resources engage students in inquiry and transform the learning process by provoking critical ||  ||
 * Each phase requires students to use critical thinking skills || Are there specific strategies that teachers must use in each phase? || This model is great for using primary resources. ||  ||
 * || Can this model be used in all grade levels? ||  ||   ||
 * || Can this model be used in all subject areas? || Inquiry and research are not synonymous but connected. ||  ||
 * || How are teachers trained to use this model? ||  ||
 * || How do teachers implement the model? ||  ||
 * || Can this model mesh with 21st century skills? || True inquiry comes from learning and creating new questions - not from a final answer. The framework of inquiry stays the same for print or digital resources (Stripling). ||
 * Stripling is also involved with multiple other research/inquiry methods. || What are some differences between this method and REACTS or TLC? || REACTS elements: recalling, explaining, analyzing, challenging, transforming, synthesizing. Created in the 80's with Pitts. Based on a traditional model of research. No reflection.

TLC: Created in the 1990's and based on Pitt's research. Elements: need to know/concept & essential questions, information, new understanding, and assessment product. At the same time, inquiry, synthesis/decision making and expression is happening. || Can these models be updated for the 21st century? Are there any elements that Stripling should have moved into her MOI or is it basically the same with different language? ||
 * Students connect topic to themselves and previous knowledge. || What if a student doesn't have previous knowledge of a particular topic? || Engage students in a conversation about what they do know. Use KWLQ charts. || How does activating prior knowledge look like for a class vs an individual student? ||
 * || Do students use reflections? || Students do reflect on what they've learned and use this to see if they could develop new questions. || What format are the reflections? Written in a journal, on a wiki or collaborative format? How are the reflections assessed? ||
 * || Is there a visual to handout to an audience? || Yes, there are visual representations of the model which can be handed out to remind students of the method (Teaching Inquiry).

[|Visual of Model of Inquiry] ||  ||
 * || Is Model of Inquiry a linear method or cyclical? || MOI is recursive and reflective throughout (Teaching Inquiry). ||  ||
 * || What is a major theme of MOI? || Primary sources are important in this method. Primary sources engage students both emotionally and personally because the sources represent authentic voices and images.

Primary sources will play an increasingly important role in inquiry because of the expansion of digitization and the development of valuable digital collections (Teaching Inquiry).

Corroboration of information. Students need to learn to challenge and question information and corroborate with other resources. . || What do we need to teach students about primary resources? Have they received training in primary resources before or will we have to teach them? Do we need to conduct lessons on "how" to view pictures and other types of resources? Although the focus is on primary resources, are secondary sources less valuable? ||
 * || Is this method based on research? || Stripling says she created this method based upon research in constructivist learning and inquiry (Stripling). || Does it matter if a research/inquiry method is based upon research? ||


 * Citations: **

Berger, Pam. “Student Inquiry and Web 2.0” //School Library Monthly// 26.5 (2010). Web. 22 February 2014.

Kuhlthau, Carol Collier. “Inquiry Inspires Original Research.” //School Library Monthly// 30.2 (2013). Web. 22 February 2014.

Stripling, Barbara. "Teaching Students To Think in the Digital Environment: Digital Literacy and Digital Inquiry." //School Library Monthly.// 26:8 (2010): 16-19.//Professional Development Collection.// Web. 23 Feb. 2014,

"Teaching Inquiry with Primary Resources." //Library of Congress, TPS Quarterly//. Web. 22 February 2014. []