Model+5+--+McKenzie


 * Background information on the model**
 * The McKenzie Research model is based on the essential questions students generate on a topic of their interest. ** Similar to INFOZONE and The Organized Investigator (Circular Model), students create questions, search for answers, and create their own interpretation of the information. The model also has students to repeat the steps in the cycle multiple times, if necessary. (AM)

**Steps in model with a description of each step** QUESTIONING: Unlike topical research, this approach has students generate questions to guide their information gathering. The purpose of questioning also drives students away from the common cut and paste method of online research, and forces them to problem solve and apply decision making to their information. Students must initially create some type of map question or cluster map that is guided by their essential question. In this process, they will often create more questions to continue their research. //Sample questions:// // Which type of soft drink has the least calories and sugar? What cell phone offers the best service and plans? // (AM) PLANNING: In this step, students must ask themselves what sources will provide them with the information needed to answer their essential question(s). This is also when they must consider if the source will be reliable or not. This stage is when teachers and media specialists must outline how to determine if a source is reliable. Often they must demonstrate an effective search using a questions such as, “Where can I find crime statistics for Chicago?” Students should keep their search specific to the exact question and working to limit the abundance of sources they will find. The next step in planning is how they will “store” their new found information. McKenzie offers using an online program (such as Inspiration) for cluster diagrams where students can then add new boxes next to each sub-topic (under the essential question) to keep information relevant and concise. (AM) GATHERING: Once relevant sites have been determined, this is when students can easily gather the exact information needed. The danger of Infoglut can still be present due to the large amount of information, often irrelevant, available on the Internet. (AM) SORTING & SIFTING: The main purpose of this step is to gain insight to the ultimate goal to answer their essential question. This step is when the student will then examine their information to determine if it will help them answer their question. (AM) SYNTHESIZING: This step is similar to the process of assembling a jigsaw puzzle. The information fragments take the place of the puzzle pieces. Students try arranging the fragments in various ways waiting for a pattern to develop. The focus of this step is a powerful research question. (WR) EVALUATING: At this point, the researchers determine if they have enough information to complete the research report properly. In most cases, the research cycle needs to be repeated several times as initial trips through the cycle unveil more questions that need to be answered. It is at this point that the quality of the "information harvest" come to light. (WR) REPORTING*: In the reporting step students communicate their findings to an audience. In most cases, a multimedia presentation is developed in an effort to persuade an audience of simulated decision-makers toward a desired conclusion. (*Reporting comes after several repetitions of the cycle create sufficient INSIGHT) (WR)

**Strengths and weaknesses of the model** The primary benefit of this model is that it places the researcher in the role of an information producer as opposed to an information consumer. This circular approach to research requires students to use higher level intellectual skills such as judgement. The research cycle encourages learners to come up with their own answers instead of simply repeating knowlege they have gathered. One weakness of this model is that it may not be developmentally appropriate for very young reasearchers. Some of the intellectual demads it places on the researcher may not be in place in younger learners.(WR)

McKenzie, J. (1999). The Research Cycle. //From Now On The Educational Technology Journal//, //9//(4), Retrieved from http://questioning.org/rcycle.html
 * Reference list**