Article #2: "A Process Approach: the I-Search with Grade 5: They Learn!" Bowen, C. (2001, December).

This article was written by a grade 5 teacher who wanted her students to have the proper motivation, skills and confidence to conduct and use research in a meaningful way (Bowen, 2001). She felt her students regarded research as something negative, arduous and overwhelming. In using the I-Search process approach to research, she hoped to change these attitudes.
The I-Search process was introduced by Ken Macrorie (1988) and was further expanded by Joyce and Tallman (1997) to offer teachers and teacher-librarians practical applications for using the I-Search to teach both writing and researching skills (Bowen, 2001).
The first aspect of the I-Search is to get the students motivated. This is done by allowing the students to choose their own, personal topics for their research. The belief is that by giving the students their own choice, they will have a feeling of ownership and empowerment (Bowen, 2001).
Prior to teaching the I-Search process, the author along with her teacher-librarian taught the students essential skills to help them through this research process such as reading, reading comprehension, finding the main idea, identifying cause and effect, taking notes, summarizing, reflecting, narrative writing, revising, editing, using dictionaries and encyclopedias, and identifying key words (Bowen, 2001). They were also required to have some basic computer skills and were taught how to use the library to locate information from different sources.
There are four primary I-Search questions:
What do I want to know?
This is the point where students chose their topics. The teacher took two weeks for the introduction and topic selection. As a class, they brainstormed the word research and what it meant. They also created webs as to what topics might interest them including areas such as hobbies, travel, family, school, interests and sports. Students listed three possible topics for their research and parents had to sign off on the topic.
At this point the students had to fill out something similar to a K-W-L chart. The students then formulated their questions after discussing the difference between “fat” and “skinny” questions (Bowen, 2001).
Where can I find the answers?
The students were allowed one week for creating researchable questions and learning how to interview, take notes and cite sources. They discussed the different places that they could find information. The students began to see connections between research, information, topics and sources (Bowen, 2001).
The class then wrote down their topics on paper and the papers got passed around the class. Each student had to list one possible source as to where he/she thought the student could find his/her information. Different sources were discussed, such as: print and electronic encyclopedias, nonfiction books, magazines, the Internet and interviews (Bowen, 2001).
How will I record the information that I find?
The class spent one week searching for information.
How will I show what I learned?
They spent two weeks writing the paper and preparing their presentations. They were told there were two parts to their presentations. They had to present the story of their research as well as the information they learned about their topic. They could write a book, use a storyboard, create a PowerPoint, make a video or create a photo essay.
The author had her students keep an on-going reflection/learning log as well. Their first entry consisted of explaining why they chose their specific topic. Their second entry was a response to what they knew before they started their I-Search. Their final component of the self-evaluation was of the actual I-Search process. This was to be part of their presentation.
Conclusions
The author felt her students were motivated and interested in what they were doing. She felt her students learned how to write in their own words given the opportunity to use personal narrative writing. Every student said that they would like to use the I-Search process for their next research projects. They felt confident and enjoyed choosing their own topics.
My reflections
I found the I-Search model quite comparable to the Research Quest. The five steps in The Research Quest were nearly identical to the stages in the I-Search. It was great to see a model put to use and with success! I will definitely not hesitate to use either model in teaching my students their research skills.

REFERENCES

Bowen, Carol (2001, December).A PROCESS APPROACH: The I-Search with Grade 5: They Learn! Teacher Librarian; Vol. 29 Issue 2, p14, 4p. Retrieved November 12, 2008, from Canadian Reference Centre database.

Joyce, M. & Tallman, J. (1997). Making the writing and research connection with the I-Search process. New York: Neal Schuman.

Macrorie, K. (1988). The I-Search paper. Portsmouth, NH: Heineman.