Model+3+--+IIM

Background Information for IIM ** The Independent Investigation Method (IIM) was developed nearly twenty years ago by elementary school teachers Cindy Nottage and Virginia Morse. It is a seven-step process with a simple goal - teach students how to conduct research. The model is designed to be squential, cumulative, and integrated to allow teacher flexibility as well as differentiation for students. LK There are different approaches to teaching information literacy. The Independent Investigation Method(IIM) is created with the philosophy that the focus is on the user-the student doing the research. It is not a pre-programmed unit of a sequence of skills. Like some of the other models, IIM involves students identifying their topic and gathering information about it.(KL)
 * [[image:IIM_Logo.jpg]]

IIM is based on a continuum of skills and therefore results in a variety of skill levels. The following diagram gives a visual description of how a student might move from a basic level to a proficient level (IIM, 2010). LK. IIM is now being used in classrooms around the world. Many teachers have found success using the seven steps. Teachers have been able to monitor skills and provide guidance throughout the process. Students are allowed freedom and creativity while still having an appropriate amount of structure. Barbara Ungar, a school librarian in Illinois, found that IIM "offered structure, used a common vocabulary throughout the grade levels, taught investigation skills, developed critical thinking, fostered communication skills, and provided an opportunity for differentiated instruction" (2010, p.1) LK

Step 1: Topic Whether the topic is teacher-selected or student-selected, the first step is still the same. At this point in the process, teachers are encouraged to expose students to the topic before research begins. Then students should be given a graphic organizer to record what they know as well as what they want to know, which well help them narrow their topic. Within this step is the development of a time-management plan to help students stay on-task for the duration of the project (IIM, 2010). LK
 * Steps in IIM (with related description) **

Step 2: Goal Setting A key element of this step is to create questions that will be answered through the research process. Questions should be both open-ended and focused and should include all levels of Bloom's Taxonomy. Along with questions, students should also complete a structured goal-setting form and a list of resources to be used. They may also begin a list of important vocabulary words at this time (IIM, 2010). LK Step 3: Research There a variety of skills that need to be taught in this step. First, students need to be taught about the concept of plagiarism. According to Ungar, even the first grade students at her school have been exposed to the idea of plagiarism and understand that it is a form of stealing (2010, p.3). Next, students should begin creating "notefacts." These are short pieces of factual information that are found in a resource and written in the student's own words. Older students should be using notecards, while younger students might find the "notefact" reproducible helpful. Regardless of the format, each notefact should be labeled according to its resource to help with future citations (IIM, 2010). LK The recording of bibliographic information for a reference sheet is also included in this step. Students need to be taught how to use index cards, cite information so that they do not plagiarize. They will learn new vocabulary that pertains to their subject.(KL)

Step 4: Organizing In IIM, students are supposed to categorize the information they have found and color-code it by topic. This is also the time for students to begin their reference page, which will require them to put all their citation information in one place. LK

The article from (IIMresearch.com) suggests that teachers teach students to use timelines, graphs and charts. Many students do not know what information to include in their paper. Teachers need to teach them how to decide if information is relevant or if they should discard it. (KL)

Step 5: Goal Evaluation Students should refer back to Step 2 to check what the original goals of the project were. They should look to see if they have met the assignment requirments by asessing if have answered the correct questions and found the proper amount of information (IIM, 2010). LK This is where students go back and check to see if what they researched matches their initial goals they set. If students write in a journal and use a checklist before, during and after they research, they can ensure that their goals are being met. (KL)

Step 6: Product Here is where the research project gets completed. However, IIM does not require the final product to be an essay (IIM, 2010). Other creative options are encouraged, such as travel brochures, magazines, songs, and newspapers. A rubric is recommended to ensure quality work. LK

Give students rubrics to help them evaluate their own papers as they go. Teach students to consider who the audience is they are writing for ( [|www.IIMresearch.com] )(KL)

Step 7: Presentation The final step of IIM is to present the information that has been learned. This is meant to help students identify target audiences, embrace the idea of becoming an expert, and practice public speaking skills. It is stressed that the presentation should NOT be a reading of a research paper (IIM, 2010). LK There are many strengths found within the Independent Investigation Method. First of all, it can be used from kindergarten through high school. Secondly, the steps are logical, sequential, and understandable (Nottage & Morse, 2004, p. x). Each step requires specific outcomes that can be measured. Another strength touted by the creators is that it prevents plagiarism, mostly through the notefacts. Another benefit of IIM is that it can help parents become involved in their student's research without overstepping boundaries by encouraging students to complete their work step by step (IIM, 2010). Furthermore, there is plenty of room for creativity, personal adjustments, and differentiation. While IIM outlines seven specific steps, it is really a framework for teaching. Former research products can be tweaked to fit the format and creativity does not need to be lost (Nottage & Morse, 2004, p.xiv). LK Another huge benefit to utilizing IIM is the amount of resources available. While considering using IIM in her school, Ungar was pleasantly surprised to find "we did not need to create everything from scratch in order to begin teaching IIM to our students" (Ungar, 2010, p.3). Books outlining the process are available for purchase, as are accompanying theme units. There are PowerPoints on the IIM website that show examples of the forms and how to use them. Most helpful is that all handouts recommended for use are available as reporducibles that can be altered to fit specific topics and classes. LK Although no weaknesses are mentioned on the IIM website, there are a couple areas of concern. One is the planning required to set up the research activity. Because teachers are supposed to expose the students to the topic before beginning research, additional planning time may be required. Cindy Nottage and Virginia Morse mention in their book that teachers should plan at least a week before the research starts (2004, p. 1). LK The other concern, other than preparation time, would be class time. To go through each step thoroughly and completely will not be quick. While the results should be worthwile, some teachers might not feel comfortable spending the 4-6 recommended weeks on a single assignment (Nottage & Morse, 2004, p. 1). LK
 * Strengths and Weaknesses of IIM**

There are several benefits of using IIM. Educators like IIM because it simplifies the research process for students. One would think that technology would simplify the research process, however teachers have been frustrated over how to best teach it. “The IIM does it-teaches students how to do research. It is a model that guides primary, intermediate, and secondary students through research process. IIM gives teachers the tools to teach and monitor the skills.”(IIMresearch.com) Another benefit of IIM is that It is based on the Illinois Learning Standards. Teachers’ lesson plans need to include the standards. Why reinvent the wheel? Use IIM. Another benefit of IIM is that students are taught how to cite information they borrow from sources. This reduces the amount of plagiarism because students are taught what it is and how to cite their sources. Although I have not found any research that mentions weaknesses of the IIM method, the method could be slightly intimidating to a first time user. However, if modeled correctly through guided instruction, it is a very effective model. It will take time for students to be able to do this independently. According to the steps in ( [|www.IIMresearch.com], primary students do not do the model independently. However, intermediate students implement IIM independently. I would add to the research step the value of teaching students to look at the data and checking to make sure that the material is current. They should also try to find at least two sources that support findings. Although it can be an effective research took, the Internet is not always reliable. Students need to be taught that and to find two sources that support their findings. On the whole, the IIM method is a very effective way to teach students how to conduct research. (KL)

IIM: Independent investigation method (2010). //Active Learning Systems.// []. (LK)
 * Reference List **

Nottage, C. & Morse, V. (2004). //Research in the classroom: The Independent Investigation Model for upper

elementary students//. Retrieved from []. (LK)

Ungar, B. Revising research. (2010). //School Library Monthly//, 26 (8), 40-42. (LK)

(KL) Active Learning Systems, Initials. (2005). //Iim independent investigation method//. Retrieved from []

Diekman, L. (2010). //RLS514summer10//. Retrieved July 1, 2010 from []