Assignment+2

= Jigsaw Collaboration. =


 * 1. What is the model/framework?**

The Model that I have chosen for my collaborative Jigsaw is the Joyce and Tallman I-Search Model.


 * 2. What is its purpose?**

The purpose of the I-Search is to allow students to become more comfortable with research by allowing them to determine what topic they study and what format the project will take. This allows the student to make a personal connection with the work and gain critical thinking skills as they work through Bloom’s taxonomy for critical thinking. The model is based on a process web which has four primary tasks, topic selection, doing the research, employing the research findings and completing the research project. Students are also required to keep a journal for reflections which allows them to rethink what they have searched. After the research is complete the student is required to present their findings with their peers and teachers.


 * 3. What is its history? [Who developed it? When? What was its significance when it was published? How has it evolved over time?**

The history of the I Search model dates back to 1988 when Ken Macrorie published his book The I-Search Paper. In 1997 Julie I. Tallman and Marilyn Z. Joyce decided to use Macrorie's model to address student’s current needs. Joyce and Tallman drew on Donald M. Murray's frame work and Kuhlthau's Information Search Process which allowed teachers and librarians more practical use of the model. The I-Search was very significant especially amongst Middle and High School Student when it was published. It continues to be used and has been adapted to elementary and college levels. The model has evolved a great deal over time. As previously stated Joyce and Tallman have included frameworks from both Murray and Kuhlthau which has evolved the original model. As noted in our textbook, Information Literacy and Information Skills Instruction, "Joyce and Tallman added webbing as a conceptual framework." (p.55) Which requires that students look at four areas (topic selection, doing the research, employing the research findings and completing the research project) to guide them with their research. Joyce and Tallman also suggest that students use logs to track the research process.


 * 4. Why did your group decide to include it?**

Our group decided to include the I-Search model due to its ability to engage students in learning that is meaningful along with its ability to be differentiated towards students who have learning difficulties. As previously noted the model allows students to work through Bloom's Taxonomy as they do their research.


 * 5. Which skills (e.g., information/media literacy, research skills, inquiry, and critical thinking skills) can be taught using this model/framework?**

The I-Search model allows librarians to teach information literacy by teaching students about how to access information efficiently and effectively along with the ability to evaluate information critically and competently as the search progresses. The I-Search model also allows students to learn media literacy as they select different forms of media to explore along with presenting their using different mediums. The model also allows librarians to teach research skills, fact finding, searching and source evaluation skills. Last, the model allows librarians to teach critical thinking skills, as students move through their search they are taught to interview and reflect on their work. Students are also taught how to prepare bibliographies.


 * 6. Which examples best represent how this model/framework can be used effectively to teach those key skills? [Include two examples of how this model can be used with citations.**

In the first example Bowen(2001) used the I-Search model with a fifth grade class to determine if the model provides any motivation, skills and confidence to conduct a research project. Bowen began by teaming up with the school librarian to reinforce what she describes as "Pre-I-Search Skills" which included note taking, summarizing, reflecting, narrative writing, revising, some basic keyboarding, the internet, and Microsoft PowerPoint. The team next went over the project describing the four I-Search questions, What do I want to know?, Where can I find the answers?, How will I record the information I find?, How will I show what I learned?.

Bowen began the project by holding a class discussion on what research is. She made a chart on the board and allowed students to give examples of what they though the word meant. She also went through different types of sources to ensure that the students would use scholarly sources.

Next, she helped her students choose a topic which required critical thinking. She had them discuss their choice which helped her evaluate if they were selecting topics that they were comfortable with and had a connection to. When the students were finishing up they presented their findings with the class. This allowed them to share knowledge of the topic they researched to the class. Bowen's allowed six weeks to complete the project. She allowed two weeks for topic selection, one week for the creation of research questions and learning how to interview, take notes and cite sources; one week searching for information and two weeks writing the paper. Overall, the students enjoyed doing the project and learned a great deal of information from it.


 * Bowen, C. (2001). A PROCESS APPROACH: The I-Search with Grade 5: They Learn!. //Teacher Librarian//, //29//(2), 14. Retrieved from Academic Search Premier database.**

In my second example Lyman,(2006) used the I-Search in a middle school class with the focus on potential careers. He began by deciding that he would not assign a huge project all at once. He divided the project into three sections which included that the students identify professions and what they already knew about them. Next, they were to tell what they found using the first person narrative story of the search. Last, they had to articulate their findings and determine if they were still interested in the career path.

Students were required to submit each part of the assignment by a deadline that Lyman had set. The students were also encouraged to hand in rough drafts and make revisions to their work. Lyman allowed the project to proceed for two months. He kept the students reading and exploring along with short writing samples. Lyman notes that, "when students had accepted the storytelling context of this project, they found this form of research and writing relatively easy and natural". Second he realized that, although he requested that students use print, internet and interviews, most used the interviews to make sense of what they were searching online. He notes,"Interviewing a veterinarian or a basketball coach have students a way to make sense of thousands of Internet sites".

Lyman wraps his work up by stating that for many students the I-Search produced some of the best student work of the year.

Lyman, H. (2006). I-Search in the Age of Information. //English Journal//, //95//(4), 62-67. Retrieved from Academic Search Premier database.


 * Two articles from authoritative sources which focus on using this model/framework to teach information/media literacy, research skills, inquiry, and/or critical thinking skills:**

Jason Luther. (2006). I-Searching in Context: Thinking Critically about the Research Unit. English Journal, 95 (4), 68-74. In this article, Luther shows how he supplements the I-Search paper with a unit to develop habits and methods of inquiry utilizing documentary films and creative nonfiction works.

Tallman, J. (1995). Connecting writing and research through the I-search paper. //Emergency Librarian//, //23//(1), 20. Retrieved from Academic Search Premier database. This work focuses on the development of students' critical thinking skills in applying information to research problems.