Teaching the Research Process: Helping Students Become Lifelong Learners

Abstract

Students in secondary schools are not experts at the research process; they need consistent, constructive guidance to make the experience enjoyable, engaging, enriching, and meaningful. When they are made aware that a research process exists and that each stage of the process is characterized by particular activities, thoughts, and feelings, they will be more comfortable moving through the process.

Grade 6 Research Process Instruction: An Observation Study

“…The teacher-librarian literature corroborates and extends these findings about effective instruction of the research process within a constructivist, inquiry-based framework (Garland, 1995;Kuhlthau, 1997;McGregor, 1999;Stripling, 1995). Effective instruction focuses on process as well as content, continues throughout the whole research process, emphasizes metacognition, and provides for guided practice.…”

“…In contrast, structured work periods with time built in for review and instruction of research processes followed by a substantial work period and concluding with debriefing about the process are recommended (Dreher et al, 1998). Activities and instruction focused on metacognitive awareness and control of the research process are necessary for students to move toward independence in information-searching (Dreher et al, 1998;McGregor, 1999). Metacognitive instruction was observed for only 17.5 minutes or 1% of the time.…”

Beyond research guidance: the Gateway Library Research Mentoring Program

“…. We have adopted a``process approach'' to teaching library and information skills (McGregor, 1999;Stripling and Pitts, 1998;Friel, 1998).…”