Interaction Audit: I-Search Essay Project

The I-Search project provides students with the opportunity to participate in research-oriented facets. In addition to the research component, students are able to incorporate personal procedural content into the process. This multi-dimensional project aims to help my students develop their research, documentation, and technological skills via the submission of a written and electronic presentation version of the project. Since this project includes multiple aspects, the process for completion extends beyond four weeks. During the length of the project, I have my students participate in various activities for learning and encouragement purposes.

Studio Style Interaction (Few to Few): The research process revolves around a particular question. Thus I have to teach students the proper method for developing who, what, when, where, and why questions for inquiry purposes. To do this, I provide small groups with a list of broad topics (such as hiking, health and Internet). As a group, I ask students to: 1) narrow these broad topics (such as narrowing “health” to HIV/AIDS). 2) based on the specified topic, develop an effective who, what, when, where, or why question that can be used for research purposes. Once complete, we review the content as a class and discuss the effectiveness of each group’s developed questions.

Personal Interaction: My students proceed by generating a list of topics of interest. This is the brainstorming process. The goal here is to have my students consider topics that are of significance to them.

Presentation Style Interaction (One to Many): This is the beginning stage of the actual research process. Students bring their generated list of topics (brainstorm) to the computer lab inside of the library (our class meeting location). An online library database tutorial is provided. This helps students understand the online search process and the importance of utilizing credible sources. After the completion of the tutorial, students have time to find articles, books, etc., in relation to their topic online or inside of the actual library premises.

Discussion Style Interaction (Many to Many): Midway through the project, the class has an open discussion. Students provide individualized information on what they have done so far, what they still need to do, and what they are having difficulty with. I (along with other students in the class) provide suggestions for successful navigation purposes.

Consultation Style Interaction (One to One): This is where peer workshop is preformed. Students bring in first drafts of the written project. Each student works with an assigned peer for essay exchange and evaluation purposes. Students use the evaluative feedback for final draft and electronic presentation development purposes.

Various interaction modes are beneficial, as it allows students the opportunity to explore learning via diverse interaction contexts.