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Initiate

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Initiate is the first step in the Research Process

BRAINSTORM and DEFINE the research topic

Guiding Questions - at this stage of the process we should ask:

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Steps in the process
• What is my purpose?
• How can I deconstruct the research topic?
• What are the key words and ideas of the task?
• What is my Inquiry Question Focus or Thesis?


​Developing an Inquiry Question
A good inquiry question should include a call to action, be open-ended and align with learning goals (but not specifically stating them).

Narrowing your focus:
Examples
Too broad
What adaptations do animal species make in order to survive in various habitats? 
A narrower focus could be:
Could a dog live in a desert?

Too broad
How do people express emotion in poetry
A narrower focus could be:
How can we create a ook of poesm that shows we're sad, mad and glad

Too broad
How can we use measurement skills and knowledge  of geometery to plan a park?
A narrower focus could be:
How can we plan a good park?

Deciding on a Research Topic

Information skills

Students should:
• relate the task to their prior knowledge
• brainstorm and Mindmap keywords and concepts of the task
• define the key words of the task
• analyse key ideas or concepts of the task
• state the task in their own words
• work out all the parts of the task

• Ask 6 Ws (what, when, where, which, who, why) 
• determine their Inquiry focus question or thesis



K-W-L Chart

K-W-L (Ogle, 1986) is a strategy that can be used to assist students at the Initiate stage of a research process. Students begin by brainstorming everything they KNOW about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they WANT to know or need to know for the research topic. These questions are listed in the W column of the chart. During or after the research process students answer the questions that are in the W column. This new information that they have LEARNED is recorded in the L column of the K-W-L chart.   
​
PurposeThe K-W-L strategy serves several purposes:
  • Taps into students’ prior knowledge of the topic of the text.
  • Structures the initiate stage of the research process.
  • Helps students determine their research topic.
  • Lays the foundation for the next stage of the research process
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Brainstorming using Mind Maps
Creating mind maps from MsCCostello
Core Skills
Ask 6 Ws (what, when, where, which, who, why) 
Brainstorm
Collaborate 
Define 
Describe

Discuss
Exchange 
Find 
Formulate inquiry question

​Identify
Interpret


​List
Mind Map 
Name 
Recall 
Recognise 
Remember 
Retrieve 
Understand inquiry process 
Unpack task

Use prior knowledge 
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To the next stage - Locate
Back to the Research Process page
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SLIM Survey
References

Chaiinkeaw, J. (n.d.) Brainstorming Stock Photos. Retrieved from https://www.123rf.com/photo_33461304_stock-vector-businesssman-celebrate-their-big-idea-after-brainstorming-presenting-with-glowing-lightbulbs-simple-.html

Kuhlthau, C. C. (nd). Information Search Process. Retrieved from  http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm
​

Kuhlthau, C.C. (2010) Guided Inquiry: School Libraries in the 21stCentury. School Libraries Worldwide, 16(1), 17-28

Miller, F. Strategic Planning St. Louis - The Swiss Army Knife for the Brain!. Master Mind Mapper. Retrieved from http://mastermindmapper.com/

Ogle, D.M. (1986) K-W-L: A teaching model that develops active reading of expository text. Reading Teacher 39, 564-570.

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Cathy Costello teacher librarian virtual library

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