I-Search Inquiry Model Review-

by htullis

I.                  Developer

     In the 1990's Marilyn Joyce and Julie Tallman adapted Ken Macrorie's approach for use in the research process. The I-search Model was based on  Macrorie's 1988 book entitled, The I-Search Paper.

II.              Definition

     I-Search is "an approach to research that uses the power of student interests, builds a personal understanding of the research process, and encourages stronger student writing". The key element of this approach is that students select topics of personal interest. This model also stresses metacognitive thinking. Students are asked to keep a log of their action, thoughts, and feelings as they move through the process. In addition, students are asked to reflect on their previous research experiences to set the stage for an appreciation of the research process as they work on meaningful projects.

III.          Component Parts

     I-Search is a process that includes four general steps:

    1.  Selecting a topic – Topic choice- by conferencing with teacher/LMS to select topic,   exploring interests, discussing ideas, browsing resources.

  2.  Finding information - generating questions, exploring resources, background reading, interviews, preparing bibliographies, in-depth reading.

3.  Using information – highlighting text, taking notes,analyzing materials, reflecting and conferencing, using learning logs.

4.  Developing a final product - developing communications, sharing experiences by using first person, telling about the search, peer collaboration (editing), transferring research to reality.

IV.            Advantages and Disadvantages

     Advantages

·         The research topic is chosen by the students on the basis of special personal interest or personal connection.

·         The research report that results is presented not in a formalized style typical of academic writing but in the form of first person narrative or story, which not only presents information on the specific topic but chronicles students’ information seeking and data collection techniques.

·         In the I-Search model, Joyce and Tallman saw a way to use writing and research to “foster critical thinking” on the part of the students.

·         The I-search Model asks students to select and research topics on a needs-to-know basis and to write up results in a narrative form.

·         Students use the logs to track their thoughts as the search proceeds and instructors use logs in creating writing prompts and posing question to stimulate student thinking and discussion.

·         Webbing activities to pin-point student interests

·         Authentic instructional environment creates an authentic assessment.

·         Help to improve the public speaking/communication skills of each student.

     Disadvantages

·         Some students may “claim” they can’t think of anything that interests them-so once again the teacher and/LMS would have to try to come up with a topic that is suitable for this particular student.

·         Students may not be familiar with the narrative writing process; especially in regards to writing in first person; as a result, they may not be able to make the connection between incorporating their research process in while telling a story about it.

·         Students may complain about all the writing involved and not give 100% effort to the task.

·         Even though all attempts would be made to group students together in the most cooperative manner-they may not work together collaboratively-might play or bully each other instead.

·         Students may not write enough information or be through enough with the information they do write.

V.                Implications for the Library Media Center

1.                 The I-Search Model gives teachers and librarians an opportunity to work together collaboratively in order to achieve a goal that would benefit both.

2.                 The I-Search Model might make middle and/or high- schoolers more comfortable with the research process since he or she gets select his or her own topic.

3.                 This model could also be used in the LMC to strength a student’s writing skills.

4.                 Use of logs might serve as a bridge between student thoughts and teacher thoughts—thereby helping the adults involved become more familiar with a particular student.

5.                 Students could be taught how research methods could be applicable to all areas of their lives …not just academics!

6.                 Authentic research might promote pre-teens/teens to read more for their own pleasure.

7.                 The LMS might find that some students would do well participating in other communication-oriented tasks: public speaking, debates, dramatizations, plays, etc.

VI.            Five Web Sites

1.  I-Search with Grade 5: They Learn! (December 2001) by C. Bowen from Teacher Librarianhttp://www.teacherlibrarian.com/tlmag/v_29/v_29_2_feature.html

2.Winter Olympics: Inquiry into Statistics. Lessons using I-search-http://www.learnnc.org/lp/pages/3955

3.ScienceQuest: Literacy Development Within an Informal Science Education Initiative by Judith M. Zorfass & Jennifer Dorsen in Reading Online.- http://www.readingonline.org/articles/art_index.asp?HREF=zorfass/index.html

4.Teachers.Net Lesson Plans: I-Search Paper (Middle, Reading/Writing)-http://teachers.net/lessonplans/posts/80.html

5.Language Arts, I-Search Project-http://tc.education.pitt.edu/library/MS-ReSearch/I-SeachDocuments.htm

6.I Search Project Outline-www.solonschools.org/accounts/PBergman/ISearchProjectInformationandDates08_513200885540.doc

7.I-Search Project 2008-discover.d117.org/~paul_cook/isearch/Instructions.doc