Joyce+Tallman+I-Search+-+Model+Brief

 Joyce and Tallman’s I-Search Model ("JT I-Search")

A Research Brief by Lisa B. =What is the Joyce-Tallman I-Search Model?= This model is condensed version of Macrorie’s original I-Search Model and consists of four primary steps. These are:

1) Topic Selection 2) Finding Information 3) Using Information 4) Preparing the I-Search Product

Probably the most unique and important point to note about this model is that it is personalized and designed to build upon the natural interests of the student. Unlike any other model, topic selection is left completely to the student. As well, the desired end product is not just the research report, but a chronicle of the student’s experience and impression of the entire information gathering process. Journaling is an important part of the project and students are encouraged to discuss the process with parents and peers. Joyce and Tallman also emphasize the use of process webs in each of the four steps shown above. Although all writing is to be done in the first person in this model, many educators allow students flexibility in choosing the final form of their presentation. This results in a wide range of products, such as collages and posters from younger students and technology rich applications like wikis, power points, videos and blogs from older learners. This is another important way in which students can personalize the learning process and make it more meaningful.

=Purpose= The purpose of the model is to teach inquiry and research skills in a personally meaningful way. JT I-Search seeks to promote critical thinking through the research process by beginning from a place of personal investment on the part of the student. The first person narrative style of the resulting report differs markedly from your typical middle or high school research paper and enables the student to take deeper ownership of the topic and process than an assigned topic would likely allow. The other particularly important aspect of I-Search is emphasis on metacognitve activity. Throughout each step, students are evaluating (along with guidance and input for LMS and teachers) their successes and failures and keeping records that may be relied upon to steer any future work research efforts. =History and Significance= The I-Search model of Joyce and Tallman actually grew out of Ken Macrorie’s 1988 I-Search model which re-imagined the theretofore “assigned research paper” into a personal quest for knowledge and a means of self-reflection. Fundamental to the I-Search process of both Macrorie and Joyce/Tallman is self-selection of the topic. The idea being that organic interest in a topic will result in deeper engagement in the process and, ultimately, more meaningful learning. Although, Macrorie originally developed the model to use in his college composition courses, it was widely accepted upon publication and was adapted to serve to the K-12 community as well. =Evolution= In 2000 Donna Duncan and Laura Lockhart published I-Search, You Search, We All Learn to Research building further upon Macrorie’s and Joyce and Tallman’s work with specific recommendations and plans for implementing the I-Search process in the elementary school environment. Thereafter in 2005, they published I-Search for Success: A How-To-Do-It Manual Connecting the I-Search Process with Standards, Assessment & Evidence-Based Practice linking the process to AASL and other current standards. =Why did we decide to include Joyce and Tallman I-Search?= Frankly, a good bit of the initial motivation for exploring this model came from recognition that students often feel thwarted when it comes to self-expression and self-determination. This model was appealing to us because it made intrinsic sense that taking ownership in a process or a product—because one is truly interested in its subject, would naturally lead to more intent involvement and greater gains in learning. That aspect coupled with the understanding that any of the models set forth could successfully teach the desired research, inquiry and critical thinking skills, led us to choose the one that sparked our interest and left us wanting to know more about it (which seems fitting, doesn’t it?) As well, it seemed to us that this model could successfully be used with a range of ages –even young children, and that early introduction of this process with its emphasis on self reflection and personal involvement could create positive feelings toward the research process in general that could hopefully remain with the students as they advance through grades. =Which Skills does it Teach?= The Joyce and Tallman I-Search model can be used to teach information literacy, research and inquiry skills. Students engaged in this process are encouraged to use a wide variety of sources including first person interviews thus expanding the skill set needed to engage in research. Most distinctly, this model endeavors to foster critical thinking and self-examination on the part of the student.

=Examples= In her 2001 article, The I-Search Paper with Grade 5: They Learn, Carol Bowen discusses successfully using the I-Search process with elementary students highlighting the following results: students fear of research seemed to decrease, the process helped break “the cut and paste cycle as students used a personal narrative to talk about how and what they learned and every student said that they would like to use the I-Search process again in the future. Bowen, Carol. (2001). A process approach: The I-search with grade 5: They learn! Teacher Librarian, December 2001, Vol. 2, 29.

A website outlining the successful use of the I-Search model in Lawrence Middle School (NY) is an excellent source of information on how collaboration and I-Search works! @http://www2.edc.org/FSC/MIH/article.html = = =Articles= Tallman, J. (1995). Connecting writing and research through the I-search paper. Emergency Librarian, 23(1), 20.