Key Quote: In various ways, each of these models describes the process of narrowing in on a satisfactory solution to an information problem by searching for and identifying relevant pieces of information, then creating contextual relationships among them. The development of these relationships comes about through a broad cognitive pattern of approximation, testing, analysis, and reformulation in response to a growing understanding of the information problem.
Recursion is repeating a particular practice within research until deriving a reasonable conclusion. The author focuses on the need to provide direct instruction in the recursion process. It is one thing to tell students that this is all part of research, but it is equally important to show them.
Self-talk, for the author, is an imporant piece of the research process. By allowing students to see and hear how you work through research, the students learn how recursion works. The author uses the example of Sarah who has two pieces of information that seem to be related, but there is no connection to support the relationship. She is advised to broaden the original scope of the research, in essence, traveling backwards, and then trying to connect the two topics.
The author asserts the importance of teaching students what is going on during an internal monologue. By looking at the author's own thinking processes students can derive the process.
The author begins with an identified information problem and then seeks to solve it. She tests it against:
- The perceived effort of the search
- Its importance
- the researcher's initial affect or emotional state
Researchers look for:
- relevance
- coherence
- complexity
- usefulness
If all of these pieces of information match the researcher's mental model, then the researcher has a thesis. If it does not, then recursion sets in. It is important to teach that you do not continue ahead with research when it does not work.
Key quote: By modeling and supporting the pattern of recursion within the research cycle, we help our students understand the value of risk.
Related Articles
Elges, P. (et al) (2006, March). Professional Development and Recursive E-learning. Computers in the schools 23(1/2), 45-57.
LaForty, J. and Mills, S. (2006, January). Research + Library = Student Success. Teaching Librarian, 13(1/2), 34-37.
Recursion is a tough one to really grasp unless a higher understanding of the research process is present. I can imagine high school students finally becoming successful at recursion in the research process as they have had a number of years (hopefully) to learn how to research and have had time to practice in a meaningful, memorable way.
ReplyDeleteIt is never too early to start modeling the recursion process, however, even with first graders conducting their first research process on their favorite animal, for instance. They quickly learn to get another book if the one they've chosen is not quite right, or if they are done with it. They don't just give up their search --because we won't let them. We make sure that they get their thesis questions answered, and finish their tasks. This takes a certain amount of repetitious actions and thought processes - the beginnings of recursion.