I+Search+Research+Project

The I-Search project is an inquiry-based approach to teaching the research process. I Search gives students the opportunity to take an active role in the research process by allowing them freedom in choosing their own topics and encouraging the use of primary as well as secondary information sources, requiring a one-on-one interview with a subject expert. Students have a rich variety of topics to choose for I-searches: racism, television journalism, helping the hungry, careers with computers, scuba diving, etc.... Any topic is suitable, as long as the student is sincerely curious about it. Students work on this research project for several months. In general students work on the project on a weekly basis completing the steps of the Big Six Research model (modified). There are deadlines along the way to insure that students are completing the required parts of the process.
 * The I-Search Project**

Students will also learn to make use of the technology available to them in their search. For example, many students will use Internet newsgroups and e-mail.

The I Search will be evaluated using the following criteria:

Evidence of effort: Did the student truly reach out to others, or did he sit at home, mail out two or three questionnaires, and tally the responses?

Thoroughness of search: There is no such thing as an "unsearchable" topic as long as the student refuses to be defeated by a dead end. Instead, he/she redefines his/her topic and continues the search. Students must have a minimum of one face-to-face contact and at least five contacts in all (letters, questionnaires, e-mail) in order for their paper to be accepted for evaluation.

Effectiveness of the actual paper: Does it contain the required sections? Is it presented in a thorough, interesting, well-written manner? The final draft should be highly polished with no misspellings, fragments, run-ons, or grammatical errors.

These remarks taken from students' papers show why the project is worthwhile, beyond giving each student an assignment to which he or she can be truly committed:

"Some nights I found myself working for hours not caring it was homework. I actually did have a good time. It was fun” (a former Iroquois student).

“At first I thought this assignment was going to be long, tiresome and completely useless. However, I’ve been proven wrong, Once I got into the project, I had a lot of fun and learned a lot. I know that what I learned is going to be useful in the future” (a former Iroquois student).

“I likes this whole process because it allowed me to contemplate what I read and formulate my own opinions.” (a former Iroquois student).

"While I was interviewing Mr. _, he received a telephone call. He told his secretary he could not take the call just then because he was busy being interviewed."

"As I walked away from the Senior Citizens' booth, I heard one lady whisper to the other, 'He seems like a nice young man, doesn't he?'"

Of course this project develops researching, writing and speaking skills, satisfies (or merely whets) curiosity, builds self-confidence, and makes for good reading. I suspect, however, that its most valuable product is the respect generated between teenagers and adults.


 * Big Six Research Model**

A. Task Definition 1. Define task 2. Pose research question

B. Brainstorm all possible resources 1. Consider all possible resources (both human and text) 2. Describe location tools for each resource 3. Rank order your possible resources in order of time sensitivity and effectiveness

C. Locate resources 1. Locate as many of the resource as you can. 2. Complete journals using proper form or make appropriate Readers Marks

D. Use information 1. Begin preliminary reading, viewing, listening etc. 2. Evaluate each resource for availability, currency, authority and reliability 3. Read helpful resources and take clear, accurate notes. Cite source for each note. 4. Determine need for further information.

E. Synthesis 1. Draft section three as you complete each source. Meet the required deadlines. 2. Determine need for further information. 3. Revise first draft and evaluate 4. Write “Works Cited” list 5. Prepare final product 6. Proofread, edit, refine 7. Present your final product

F. Evaluation 1. Is your final product effective? Did you accomplish the task? 2. Was your research process efficient? What could you do differently next time to be more efficient?

In research, when we talk about a source we mean a source of information. There are two types: primary and secondary. You will need to find many sources of each type for the I Search.
 * What is a source?**

Primary sources of information allow the learner to access original and unedited information. A primary source requires the learner to interact with the source and extract information. Secondary sources are edited primary sources, second-hand versions. They represent someone else's thinking.

Primary Sources: Interview with an expert, correspondence with an expert either via e-mail or snail mail, attending and participating in an event, discussion, debate, or meeting, or observation of object such as at a museum.

Secondary Sources: book, encyclopedia, magazine article, newspaper article, viewing a video or TV documentary, Internet web site.

The I-Search paper is designed to teach the writer and the reader something valuable about a chosen topic and the nature of research and discovery. As opposed to the standard research paper in which the writer usually assumes a detached and objective stance, the I-Search paper allows the writer to take an active role in the search, to hunt for facts and truths first hand, (using personal pronouns) and to provide a step-by-step record of the discovery process.
 * I-Search Paper: Description**

Students have three options when taking notes during the I Search project, all of which are indicative of the critical thinking that occurs on this team. Students must indicate important information collected from the source, express their thoughts and questions about that information, as well as describe in a brief narrative how they found the source and analyze the reliability of the source. Students may use the "four sided" journal sheets provided or use a notebook to collect the same information. They may also use Reader’s Marks, in other words mark up the paper with thoughts and analysis.
 * I Search Journals

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