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I-Search Method

I-Search Method. Megan Proctor & Meredith Lewis. Basics. Developed by Ken Macrorie in The I-Search Paper (1988), a book focusing on meaningful writing Adapted by Marilyn Joyce and Julie Tallman specifically for research in 1990s. Basics. Focuses on independent research

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I-Search Method

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  1. I-Search Method Megan Proctor & Meredith Lewis

  2. Basics • Developed by Ken Macrorie in The I-Search Paper (1988), a book focusing on meaningful writing • Adapted by Marilyn Joyce and Julie Tallman specifically for research in 1990s

  3. Basics • Focuses on • independent research • student-selected topic (of personal relevance) • metacognitive reflection on the research process • student-led, teacher-supported inquiry • long-term focus and investigation of topic

  4. 4 Step Process • Selecting a topic • Finding Information • Using Information • Developing a Final Product

  5. 1. Selecting a Topic • Student-selected • Best topics (within a unit) are from a broader context that is interdisciplinary • Should be meaningful or interesting to student • Assessing prior and background knowledge • What do I already know? What do I want to know? • Developing research question

  6. 1. Selecting a Topic An example of a "rubic" that could be used to help a student assess their research proposal and selection of resources.

  7. 2. Finding Information • Developing a search plan • Locating, investigating, evaluating, and choosing a broad variety of resources • 4 Major Components of Resource Evaluation • Read • Watch • Ask • Do

  8. 3. Using Information • Taking notes to gather, arrange, and incorporate information • Critically evaluating sources • Reflecting on research process • revise search plan if necessary • Organizing information

  9. 4.Developing Final Product • Narrative, personal research paper • 5 parts • My Search Questions • My Search Process • What I Learned • What This Means To Me • References • Alternative Display of Knowledge

  10. Evaluation of Model Pros: • learn by doing • reflective • meaning and process of research • variety of resource types encouraged • personal meaning of topic • interdisciplinary focus is easy to attain in this type of model • stodgy research paper is not ultimate outcome • encourages independence & responsibility Cons: • narrative structure of research paper can be limiting for students needing to learn academic writing • in order to be most effective, structure would have to be used throughout educational experience in order to provide scaffolding • requires self-motivation

  11. Resources Assaf, Lori (May, 2011). Renwing Two Seminal Literacy Practices: I-Charts and I-Search Papers. National Council of Teachers of English. Retrieved March 30, 2013, fromhttp://www.ncte.org.libproxy.lib.unc.edu/library/NCTEFiles/Resources/Journals/VM/0184-may2011/VM0184Renewing.pdf Holt, Reinhart, and Winston (2000). Writing An I-Search Paper. Retrieved March 30, 2013, fromhttp://faculty.nwacc.edu/tmcginn/writing%20an%20I-search%20paper.pdf. Huntington, Lyman (March 2006). I-Search in the Age of Information. The English Journal, 95(4). Retrieved fromhttp://www.jstor.org.libproxy.lib.unc.edu/stable/30047091. I-Search (n.d.). Information Age Inquiry. Retrieved March 30, 2013, fromhttp://virtualinquiry.com/inquiry/isearch.htm. Rubric for the I-Search Research Process (n.d.). Retrieved March 30, 2013, from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDcQFjAB&url=http%3A%2F%2Finthesandbox.wikispaces.com%2Ffile%2Fview%2FI-Search%2BRubric.doc&ei=_WNaUem2DoiQ9QSlmIDwCw&usg=AFQjCNHyiEmPZ9qJONaq-Sw_aV9ezV1TSg&sig2=kk2NHqi2782VDgr7Oru7UQ

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