Research and Inquiry

Information StudiesK – 12

Curriculum for Schools and School Libraries

Why Adopt a Research Model?

A Research Model• recognizes research as a process• provides students with a consistent common

language • is transferable to all grades and subjects• provides a framework to cluster skill sets• facilitates student independence• Provides opportunities to assess process and

product

Research Model Activity #1

Think about every step that goes into research. Write each one on a separate sticky note.

Take your sticky notes, and put them into sequential order

The 4-Stage Process

• Preparing for Research

• Accessing Resources

• Processing Information

• Transferring (Communicating) Learning

Overall Expectations define information needs using a

variety of strategies explore information using a variety

of sources Identify varied ways of organizing

information Relate prior knowledge to

information tasks

1. Preparing for Research

Students develop an overview of topic area a vocabulary of search

terms a list of possible resources inquiry question possibilities initial focus statement

1. Preparing for Research

2. AccessingResources

Overall Expectations

locate a variety of appropriate resources from a variety of sources

Select information appropriate to needs using a variety of strategies

Gather information from resources using internal organizers and conventions of text

Collaborate with others to share findings and ideas

2. AccessingResources

Students

use effective search strategies (boolean logic)

select and evaluate resources

print and electronic

human

community

3. Processing Information

Overall Expectations:

Analyse and evaluate information using a variety of strategies

Test ideas to adjust research and problem solving stgrategies

Sort informatin using a variety of organizers and formats

Synthesize findings and formulate conclusions

Students analyze/evaluate sources record and process information

note-making- jot notes with own ideashighlighting with focus - facts/opinionusing graphic organizers

refine focus and develop ‘big idea’

3. Processing Information

4. TransferringLearning

Overall Expectations Revise product appropriate to purpose,

audience and format Present research findings in a variety of

forms for a variety of audiences Reflect on and evaluate product and

process Transfer new information skills and

knowledge to solve problems and make decisions

4. TransferringLearning

Students Conference (peer edit, teacher

conference, rehearse) Check format, permissions and

documentation Communicate new information,

message, findings and understandings

The teacher-librarian can help students. provide a context for research teach the research process select topics develop research questions set the stage for research process

1. Preparing for Research

2. AccessingResources

The teacher-librarian can help students locate select gather collaborate

Information Sources

• print and electronic

• human

• community

• consider

– learning styles

– multiple intelligence

– ability

The teacher-librarian can help students analyze/evaluate information sort/organize

note-making- jot notes with own ideas highlighting and with focus - facts/opinion using graphic organizers post-it notes drawing pictures

test synthesize

3. Processing Information

4. TransferringLearning

The teacher-librarian can help students revise present (samples, exemplars)

newspaper- (e.g. editorial, review, sports) short stories, plays, narrative, poetry letters advertisements reports essays promotional pamphlets presentation

reflect transfer/apply analyze/evaluate

Information Studies

Overview of Information Studies

• READ the introduction• SELECT one grade and examine the

‘Expectations in Specific Areas’ sections• IDENTIFY the explicit skills lessons that

would be necessary in order for students to meet the expectation

• DEVELOP a lesson to deliver to a class that would support the acquisition of this skill