Presentation+Notes

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This page is for any additional notes that were not added to the K-W-L-Q chart.
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what **//is//** unchanged **//is//** the assumption that learning **//is//** more intimate when students pursue inquiries within their scope of interest.

**Kearns, Jodi "Making the Writing and Research Connection with the I-Search Process: A How-To-Do-It Manual." //School Library Journal// 53.1 (2007): 168. //Academic Search Complete//. EBSCO. Web. 14 Oct. 2009.**

Meanwhile, our state curriculum guides implore us to design lessons relevant to students' lives while focusing on a curriculum that integrates student learning experiences, stresses higher order thinking skills and problem solving, and develops reflective thinking.

Zoyce and Tallman's approach reinforces the teaching of the writing **//process//**, enhances students' development of higher order thinking skills, and teaches students information literacy.

Their step-by-step **//I//**-**//Search//** **//Process//** includes detailed prewriting strategies for students and teachers to use that allow each student to select a personal topic that **//is//** relevant and timely. These prewriting strategies also address practical study skills and range in scope from detailed lesson ideas on prenotetaking and highlighting text to student conferences through the application of Benjamin Bloom's taxonomy.

Because students select their own topics, the opportunity exists for them to conduct primary research by interviewing community members who have expertise in their selected topic to supplement students' secondary research of printed materials. Zoyce and Tallman detail the opportunities created by the primary research stage of the **//I//**-**//Search//** **//Process//** to teach interviewing skills and documenting quoted dialogue.


 * Cole, Roy J. "Classroom materials." //Journal of Adolescent & Adult Literacy// 42.6 (1999): 494-495. //Academic Search Complete//. EBSCO. Web. 14 Oct.** **2009.**

They begin by explaining how to encourage students to find "topics that choose them." Next come strategies for helping students build on what they already know, show what they've assimilated by keeping learning logs, and learn how to make meaning out of texts by completing "double-entry drafts": one column has a fact gleaned from the text, the other has a question or other student interpretation of the fact.


 * Brightman, Marcia "With I-Search, they learn." //School Library Journal// 43.4 (1997): 51. //Academic Search Complete//. EBSCO. Web. 14 Oct. 2009.**

These instructional methods stem from empirical evidence derived from scientifically based research and objective measures required by No Child Left Behind...

Implementing this evidence-based information literacy plan and the instructional design of these model lessons will ensure growth toward meeting the demands of NCLB and it will foster higher student achievement for all students.


 * Glantz, Shelley, and Julie Scordato "I-Search for Success: A How-to-Do-It Manual for Connecting the I-Search Process with Standards, Assessment, and Evidence-Based Practice." //Library Media Connection// 24.3 (2005): 86. //Academic Search Complete//. EBSCO. Web. 14 Oct. 2009.**

What potential users need to know is that 'I-Search' is not an abbreviation of 'information search' but rather an indication that the search is conducted by the individual persuing a topic of personal interest. Students are expected to write on a matter of their own choice to demonstrate that they do possess independent learning skills.


 * Nimon, Maureen, and G.E. Gorman "Reviews." //Orana// 34.1 (1998): 40. //Academic Search Complete//. EBSCO. Web. 14 Oct. 2009.**