Welcome, everyone, to my quest in understanding how to curl. Before we get started, I want everyone to know why I chose this topic. I choose this topic because, as a Christmas present, I received a free lesson to curl at Notre Dame University. Yea! Totally awesome! I have been watching this sport only when the Winter Olympics comes around every four years. About ten years ago, I even attempted to find any local curling leagues. Unfortunately, the nearest one was located in Chicago. I considered traveling a hour and half away to become an Olympic curler, but at last, I decided to become a librarian, instead.
Even though I have watched the sport on television, I really do not know a lot about the sport. So, I am going to approach this topic through the eyes of a life-long learner. I enjoyed all the information models that were reviewed in our reading. For this project, I am going to try the I-SEARCH by Macrorie.
- Selecting a topic - exploring interests, discussing ideas, browsing resources
- Finding information - generating questions, exploring resources
- Using information - taking notes, analyzing materials
- Developing a final product - developing communications, sharing experiences
Before working through Macrorie's I-SEARCH, I wanted read more about I-SEARCH. According to Macrorie, the most unique part of I-search is that the students select their own topics (Doll, 2003). I would agree, it is important for learners to get excited about what they are about discover. This also starts a process of pre-searching.
Reflection Moment: The reason why I picked this assignment over the other is because I wanted to research my own topic. This is an important lesson for teachers to learn, because I spend a lot of time working with students who say: "My teacher wants me to research ____, and I am just not that interested in that topic."
In
examining Doll's paper for evidence that I-SEARCH is successful, I
came across some compelling evidence that strongly suggested I-SEARCH is both
flexible and non-linear.
"... it is a nonlinear process that allows the media
specialist and teacher to tailor the I-Search
to each unique unit according to student learning goals and content" (Tallman, 2002).
to each unique unit according to student learning goals and content" (Tallman, 2002).
In another article, The teacher-librarian as action researcher, Tallman explains that the I-SEARCH method is an essential part of information literacy and provides excellent outcomes (Tallman, 2001)
Reflection Moment: I am convinced that the I-SEARCH is an acceptable approach. Both Doll and Tallman raved about its flexibility. Three unexpected discoveries were made while reading the articles. First discovery is that, seemingly, the media specialists love this approach. I am glad to see that because I am a visual learner; more on that later. The second discovery is the action learner. Tallman phrased the term "action research." I feel like I am going to be a reporter on the street for this project. I like that term because, so many times, the general population thinks of research as a sit-down-reading process. Lastly, Doll explained that I-SEARCH is a meta-cognitive process. This is a reflection on how learners learn. Okay, I am convinced; let's do I-SEARCH!
References
Doll, C. (2003). Ken Macrorie’s I-Search Model. School
Library Monthly, 19(6), 24-42. Retrieved on 01/27/2013 from http://search.ebscohost.com.proxy2.ulib.iupui.edu/login.aspx?direct=true&db=eft&AN=502898579&site=ehost-live.
Martin, J., & Tallman, J. (2001). The teacher-librarian as action researcher. Teacher Librarian, 29(2), 8-10. Retrieved on 01/27/2013 from http://search.ebscohost.com.proxy2.ulib.iupui.edu/login.aspx?direct=true&db=eft&AN=502884594&site=ehost-live.
Tallman, Julie. "I-Search."
E-mail received October 1, 2002.
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