How one school library supports student learning by using the ISP as the framework for the Extended Essay

Helen ReynoldsTeacher Librarian

Extended Essay Co ordinatorQueensland Academy for Health Sciences

IASL2010

The Information Search Process (ISP) & the research essay

Queensland Academy for Health Sciences

• Ed Qld senior secondary high school• Emphasis on Health Sciences• 1 of 3 – QACI & SMT• Years 10-12• IB DP only • Selective entry – academic test & interview• Students drawn from a number of different secondary schools

The Extended Essay• 4000 word fully referenced research essay on topic of students’ choosing

• Done over a 12 month period

• Promotes high level research & writing, intellectual discovery and creativity

• Students are engaged in personal research – under the guidance of a supervisor (usually a teacher in the school)

• Compulsory for all DP students

• Externally assessed

• The IB Learner Profile is the basis of the essay

Framework for research

Information SearchProcess

1. Initiation: Investigate & understand

requirements of the EE. General topic area selected & ideas

considered. Brainstorm prior

knowledge.

2. Selection : Decide on topic for research.

General information investigated. Discuss

topic with others

3. Exploration : Begin to gather

background information on the

topic with the idea of forming a focus.

Develop new knowledge.

4. Formulation : Develop focus questions. Focus gives direction to your search for information. Evaluate information

gathered. Re visit topic to ensure relevance

5. Collection : Gather, review &

record specific information in

support of focus

6. Presentation:Information search complete . Essay

writing begins.

The

Info

rmat

ion

Sea

rch

Pro

cess

http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm

Step One – InitiationIn the first stage, initiation, a person becomes aware of a gap in knowledge or a lack of understanding, where feelings of uncertainty and apprehension are common.

At this point, the task is merely to recognize a need for information.

Thoughts center on contemplating the problem, comprehending the task, and relating the problem to prior experience and personal knowledge.

Actions frequently involve discussing possible avenues of approach or topics to pursue.

Step One – Initiation[Inquirers, Thinkers, Risk-takers]

• Investigate & understand requirements of the EE

• Clarify the expectations and different tasks needed to complete the EE

• Relate the task to your personal knowledge

• Select your general subject area

• Establish & map your prior knowledge

• Develop an understanding of the real world relevance of your investigation

• Task organisation

• Recognise what information may be needed

All dates and tasks are embedded into the process of the ISP

Step Two – Selection

• Identify and select the general topic to be investigated and the approach to be pursued.

• Weigh prospective topics against the criteria of task requirements, time allotted, personal interest, and information available.

• The outcome of the possible choices is predicted, and the topic or approach judged to have the greatest potential for success is selected.

• Confer with others & make a preliminary search of information available

• Skim and scan for an overview of alternative topics

Step Two – Selection[Inquirers, Open- minded, Knowledgeable, Reflective,

Thinkers, Risk-takers]

• Brainstorm potential topics and themes of interest

• Investigate general information – begin background reading to access & build background knowledge of your topicThere is no need at this stage to be making lots of notes! You may just wish to be making brief dots points

• Meet with supervisor to identify, justify & decide on topic for research

• Discuss topic with others

Step Three – Exploration[Inquirers, knowledgeable, thinkers, open-mined, reflective]

• Gather background information to form a focus & develop new knowledge [this is often called an annotated bibliography] - use a graphic organiser to record your ideas

• Relate new information to what you already know

• Verify and clarify any existing ideas you may have & the accuracy and bias of these ideas

• Look at quality of your sources & the quality of any websites you might find

• Begin framing the essential questions that will guide your essay

Step Four – Formulation[Thinkers, communicators, open-minded, reflective]

• Form focused perspective - factual platform on which to being to develop and frame your focus questions

• What questions spring to mind as you do your reading – note these down

• Develop focus questions

• Evaluate information gathered

• Personalised plan for the structure of your investigation

• Begin detailed list of references – reference list on the Library homepage

Step Five – Collection[Inquirers, knowledgeable, open-minded, reflective]

• Gather, review & record specific information in support of focus- make detailed notes

• Ensure that these notes answer your research questions and are not just fact gathering

• Develop conclusions and your position on the topic

Step Six – Presentation[Thinkers, communicators, open-minded, reflective]

In this stage you will be ready to begin writing your essay or you may be ready to begin your experimental work.

Developing the research question

Subject (what are you interested in?)

Topic (after doing background reading have you found

anything that you think you can investigate)

Research question(what is the specific question you are going to now answer)

Tasks Initiation Selection Exploration Formulation Collection Presentation————————————————————————————————————————————→Feelings uncertainly optimism confusion/ clarity sense of satisfaction or(affective) frustration/ direction/ disappointment

doubt confidence

Thoughts vague———————————————→focused(cognitive) ————————————————→

increased interest

Actions seeking relevant information——————————-→seeking pertinent information(physical) exploring documenting

Supervisor's meetings

Supervisor discussion sheets

Supervisor Discussion Sheet 1

Supervisor Discussion Sheet 2

Supervisor discussion sheet 3

Feedback from BAM teacher

Supervisor discussion sheets

It gave both myself and students some structure to our discussion and gave me a framework to assist them in their early stages of research.

Loved the keyword/resources/background reading section...very helpful for students in the initial stages.

MLC contactOver the 12 months I visit MLC classes 7 times

1. Week 1 & 2 term 3 – Introduction to the EE & review of ISP2. Week 5 term 3 – Review of progress & resource location 3. Week 1 term 4 – October review4. Week 8 term 4 – Griffith University visit 5. Week 8 term 4 – Students present to MLC class on topic6. Week 9 term 1 – Draft checklist distributed7. Week 9 term 2 – Student evaluation checklist distributed

Resource location

Accessing on line

resources

Other libraries

Collated Internet

sites

Reference sites

Griffith University

Library

Gold Coast

Library

Brisbane City

Council library

State Library of

QueenslandNational

Library of Australia

Curriculum exchange

UQ Cyberschool

EdNa

Ipl2

Intute

BUBL

Netlinks

IBIBLIO

Educypedia

UQ reference

page

Internet sources & information

Griffith university

Australian Collaboration

Visual dictionary

Wikipedia

Ted.com

Google Scholar/

Australian research online

online databases

online databases

online databases

Trove

Library databases

Jstor

ANZRC

New Scientist

BRWEcho

Grove music

Introduction to ISP in year 10Term 1 week 5• Trial EE – also doubles for entries into CSIRO Crest awards

• ISP embedded into assignment – Parts 1-5 : Research of existing ideas

• Introduction to students occurs early in assignment

• Concept of the importance of a research framework stressed

• The steps of the ISP linked to due dates (teacher checkpoints)

• Assessment criteriaBased on EE general & subject specific assessment criteria (includes all aspects

of Parts 1-5)

What our students say about the ISP - Year 12

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In the first six months of your EE journey, did you follow the framework of the ISP - initiation, selection, exploration etc?

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If you did follow this framework , did it help you keep on task?

What our students say about the ISP - Year 12

If you had followed these steps do you think you may have experienced more success in your essay?

Have you used this framework in any of your other subject areas?

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What our students say about the ISP - Year 10

Was the introduction session run by Ms Reynolds helpful to you?

The ISP: did you follow these steps when beginning your essay?

Step 1. Initiation: What do I really want to find out?

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What our students say about the ISP - Year 10

Step 2: Selection –General information investigated

Step 3. Exploration –gather background information

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What our students say about the ISP - Year 10

If you did follow this framework, did it help you keep on task...

If you had followed these steps do you think you may have experienced more success in your research?

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What our students say about the ISP - Year 10

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Did your background reading help you formulate your investigation?

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At your previous school were you shown how to use this type of research framework?

What our students say about the ISP - Year 10

If you didn’t, why do you think you didn’t...

How did you find your resources?

From a science teacher comment for Program Area Review report:

ISP process and explanations to students outstanding –

Year 10 student learning and output improved 0

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When you did your EE did you follow the framework of the Information Search Process – initiation, selection,exploration, etc

Year 12 survey 2009

Questions?