Presentation+Draft

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Relevance: Includes examples that are interesting to teachers (for example, the process of planning a vacation) as well as interesting enough to students this may be used as an activity to model the I-Search Process. =====

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Persuasion : Uses technology, sounds, and images. Demonstrates the use of a Web 2.0 tool (some type of slide show, Animoto? Voice Thread?) that teachers can use in their classrooms. Will show the usefulness of the I-Search process with students and again and again in life. =====

Beginning- Questions about where you might like to go on vacation to draw interest. Middle- Introduce the I-Search Process as a problem-solving method. Introduce 4 stages and incorporate vacation-related examples with each stage.
 * 1) Become immersed in a topic and generate questions- How long do I have to vacation? What is my budget? Who am I traveling with? Where do I want to go?
 * 2) Develop a search plan- What will I consult? Internet travel websites, travel agents, almanacs etc.
 * 3) Gathering and integrating information- Present tools to evaluate information, such as compare and contrast
 * 4) Representing knowledge- present possible project (travel brochure?) for representing knowledge.

[] ||  || **How will you make your decision?** || http://www.morguefile.com/archive/display/152592 ||  ||   || http://www.morguefile.com/archive/display/3997 ||  || Motivating questions for Stage 1, becoming interested! || http://www.morguefile.com/archive/display/587325 ||  ||   || [] and [] ||  ||   || (Have to find a picture) ||  ||   || http://www.morguefile.com/archive/display/122650 ||  ||   || (Have to find picture) ||  ||   || 2.Develop a search plan (ppt slide) 3.Gather and integrate information (ppt slide) 4.Represent knowledge (ppt slide) ||  || Steps of the process- Information || ||  ||   || ||   || Rationale- possible project ideas will persuade audience (teachers) to use I-Search process. || ||  ||   || ||   || R ||
 * **What?** || **Images/Text** || **Sound** || **Relevance** ||
 * Vacation planning || Vacation spots: Do you love the beach?
 * || Or crave the ski slopes?
 * || Do you want the excitement of the city?
 * || Or the quiet of the wilderness?
 * || Is family fun on the agenda?
 * || Or is this a relaxing retreat?
 * || Will you visit exotic locales?
 * || Or stay close to home?
 * || How will you make your decision? You will use information literacy skills. (wordle) ||  ||   ||
 * || Why teach information literacy? (wordle) ||  || Rationale ||
 * || Make lessons relevant to students = higher achievement (Moreillon, 13) (ppt slide) ||  ||   ||
 * || Students learn valuable skills required by state and national standards (ppt slide) ||  ||   ||
 * || * Problem-solving
 * student-learning experiences
 * higher-order thinking skills
 * Reflective thinking (Cole, 495) (ppt slide) ||  ||   ||
 * || Become 21st century learners! ||  ||   ||
 * Continued || Continued || Continued || Continued ||
 * || Many methods exist- we will use the I-Search Model || continuation of soundtrack || Rationale ||
 * What is the I-Search Model? || * Problem-solving method developed by Ken Macrorie
 * The "I" stands for interest- the fundamental basis of the I-Search model (Nimon, 40) (ppt slide). ||  || Information ||
 * || The I-Search model has 4 stages (wordle) ||  ||   ||
 * || 1. Become immersed in a topic and ask questions (ppt slide)
 * Help students activate their prior knowledge
 * Use questioning
 * KWL charts
 * This phase should include at least one active learning experience to engage students- take a field trip, interview an expert
 * Facilitate activities that help students gather meaning from their information
 * Compare and contrast
 * List the pros and cons
 * Catergorize your information
 * Final product should be chosen by the student
 * Should be presented in the 1st person
 * Includes 5 components: My Questions, My Search Process, What I Learned, What this Means to Me, References (Literacy Matters)
 * || I-Search emphasizes reflection through student journaling(Jent, 34) (ppt slide) ||  ||   ||
 * Vacation planning || How can we use I-Search to plan our vacation? (ppt slide) ||  ||   ||
 * || 1. Get interested. Ask questions! (Wordle slide) ||  ||   ||
 * || wordle slides of a few questions ||  ||   ||
 * || 2. Develop a search plan (ppt slide)
 * I will check out travel books from the library
 * I will speak to an expert- travel agent
 * I will consult the visitor's information websites of the places i am considering
 * || 3. Gather and integrate information (ppt slide)
 * collect information about places, cost, activities
 * categorize information (what is the cost of each, what can i do there)
 * Make a compare and contrast chart for two spots
 * Choose your vacation!
 * || 4. Represent knowledge (ppt slide)
 * Share what you have learned!
 * || Possible project ideas: (ppt slide)
 * Create a travel brochure for the place you would like to visit. Include the information you have gathered.
 * As a motivating activity, present students with a PhotoStory from your recent vacation. Include the 5 components to model the I-Search Process.

Rationale: Why Teach Information Literacy? - student learning experiences; - higher-order thinking skills; - problem-solving skills; - reflective thinking (Cole, 495). - identifying similarities and differences; - summarizing and note taking; - nonlinguistic representations; - cooperative learning; - setting objectives and providing feedback; - questions, cues and advance organizers (Moreillon, 13).
 * State and national standards encourage teachers to make lessons relevant to students by incorporating:
 * By using relevant lessons to the students, significant gains in academic achievement are attained through the use of research-based instructional strategies:
 * Through the use of these instructional strategies, 21st century lifelong learning skills are developed (Repman, 189).


 * Rationale: Why Use the I-Search Process?**
 * Problem-solving method which aligns with national standards
 * uses research-based instructional strategies listed above
 * motivating because it focuses on topics of interest to students and their communities
 * utilizes collaboration among students with different skills, abilities, and backgrounds
 * encourages use of technology tools (Literacy Matters)


 * Less threatening because students include personal thoughts and feelings with their research (Repman, 32).
 * Improves students' self-esteem, task management skills, quality of writing, and a sense of expertise in their topic (Tallman, 20).

"By weaving reading, writing, and research into a single, recursive process, each task gains strength from the others and builds a stronger foundation for student achievement" (Jent, 35).

- What do I want to know about my topic? - Why is it important to me? - How did I find my information? - How did I apply my found information to my question? (Repman, 32).
 * What is I-Search?**
 * Problem-solving method developed by Ken Macrorie, in which the "I" does not stand for "information", but is used to show that the topic being researched is one of interest to the researcher (Nimon, 40).
 * Final product is presented in 1st person answering such questions as:
 * Emphasizes student reflection by journaling, which requires students to think about their own thinking. Macrorie says, "We often think by speaking or writing...we talk and write our way into understanding." (Jent, 34).
 * Characterized by activities such as conducting experiments, physically collecting data, working with groups, and conducting interviews.

"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, 86).
 * Possible conclusion of the presentation:**