Prewriting


 * Prewriting: K-W-L-Q**
 * Discussion Link:** []

I-Search *research described in first person *student include their own thoughts in addition to findings || *How does this differ from more traditional research models? *Can this method be modified/accomodated to meet needs of all learners? *Can this method be used for all subjects? All grade levels? || *//**I**//-search rather than research--there is a person behind the searching, gathering, and writing/creating the presentation.
 * Model:**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * *supports student choice

*students allowed to choice topic connected to their personal interests, yet still related/connected to unit of study

*Students "think about their own thinking" (Jent 34). *utilizes reflection at each step--teacher and/or librarian offer writing prompts to assist in reflection (Pappas 5). *Four phase/step/part process plus references

***__Part 1:__ My Questions**-students are immersed in a theme, asked prompting questions to help guide them towards things choosing a topic of interest--for exam: things they wonder about; students develop a main & subquestions based on chosen topic; goal is for students to "generate topics and questions they feel passionate about" (Zorfass and Copel 49). Focus is on students developing meaningful, authentic questions of interest rather than a topic. ***__Part 2:__ My Search Process**; develop their search plan and identify resources. ***__Part 3:__ What I Have Learned**; conduct search plans, revise, gather, and sort information--students utilize a journal throughout the process (rather than the more traditional note cards) to record questions, findings, thoughts, reflections and connections to information and to write/create presentation. "The metacognative journal helped me move beyond mere information gathering and regurgitation to synthesis" (Jent 34). ***__Part 4:__ What This Means to Me**; prepare final presentation; shows the reader/audience //what// the researcher found and //how// they found it.

__// In the presentation the researcher: //__ 1. Exaplins what they already knew (prior knowldge) and explains their interest. 2. Explains what they wanted to learn/find out. 3. Explains their search-resouces they used, etc. 4. Explains what they learned including their personal reflections.

*activiating/documenting prior knowledge part is a large of the process-students are contiually asked to connect new learning with previous learning; KWL charts, class discussions, brainstorming webs, or concept maps are useful for this step (Pappas 6-7).

*"passage from one phase to another becomes natural point of assessment" (Zorfass and Copel 50).

*Encourages the use of relevant and reliable human resources (interviews).

*students write final papers/presentations using "I", first person narrative form; helps "break the bonds of cut and paste" (Bowen 17).

*The process framework and journaling provide a basis of organization and understanding-" I knew where to start and what to say; I would explain what I knew and didn't know about my topic" (Jent 35). Students given freedom to choose presentation format. || ﻿*Does the freedom and looseness work well for students who struggle for those with little prior research experience?

* I try to incorporate student choice as much as possible, but I've also found this to be intimidating (not the best word) for some students who aren't used to it. They seem to flounder possibly due to the fact that they've never been allowed to choose for themselves before. How does this process work for those students who seem stuck and unable to choose? Is offereing choices remaining true to the process? Would students still achieve the same level of motivation as others? || Bowen, Carol. "A Process Approach: The I-Search with Grade 5: They Learn!" __Teacher Librarian__ 29.2 (2001): 14-17. Pdf.
 * Works Cited:**
 * Works Cited:**

Jent, Amy. "My I-piphany: A Graduate School I-Search." __Knowledge Quest__ 32.4 (2004): 32-35. Pdf.

Pappas, Marjorie L. "Reflection as Self-Assessment." __School Library Monthly__ 27.3 (2010): 5-8. Pdf.

Milam, Peggy. "Destination Information: A Road Map for the Journey." __Library Media Connection__ 22.4 (2004): 20-23. Pdf.

Zorfass, Judith and Harriet Copel. "The I-Search: Guiding Students Towards Relevant Research." __Educational Leadership__ 52.1 (1995): 48-51. Pdf.

Arlette Deal

Savvy 7
 * Model:**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * Seven step process that is based on questions. || Can this process be used with all topics and grade levels? || Each step seems too feature a Web 2.0 tool. || WIll the teachers and librarians want to use this model? ||
 * ||  || Each step includes assessment tools and rubrics.

**What are the steps? Dr. M**. || Will the process be easy for the students to use? || *Is it particularly motivating for students? || *Basic model of designing research question/topic, investigate and gather information, select information, present findings, and evaluate. *Similar to I-Search in that students create a central, or essential question to investigate. *Consider appropriate resources as well as evaluate content of resources; gather information; select which information to use. *Consider how to share/present information and how to self-evaluate. || *I didn't find a ton of information on this process. I'm wondering how widely it's used? *Are their possibilities of combing steps? Seven might seem daunting to some students?? ||
 * || ﻿*How does this differ from other research methods?


 * Model:**
 * The Research Cycle **


 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * Seven step process that is based on questions. || Can this process be used with all topics and grade levels? || The first six steps are normally repeated until the researcher has acquired enough information and come up with some type of conclusion. || WIll the teachers and librarians want to use this model? ||
 * ||  || The first six steps are considered a cycle.

**What are the steps? Dr. M.** || Will the process be easy for the students to use? ||
 * ||  || The Research Cycle requires that students make up their own minds, create their own answers and show independence and judgment. ||   ||

"Index." //LMC Source//. Web. 27 Feb. 2011. [].
 * Works Cited:**

"Engaging Kids In Research With Web 2.0 Tools." //Upload & Share PowerPoint Presentations and Documents//. Web. 27 Feb. 2011. [].

"Slide 3 - The Research Cycle." //The Question Mark//. Web. 27 Feb. 2011. [].

"The Research Cycle." //The Question Mark//. Web. 27 Feb. 2011. .