There are 6 steps in the RESEARCH PROCESS and

while generally you start with defining/deconstructing, the

movement through the process is not always linear.

1. Define & Deconstruct

The Information

Process

6. Evaluate

2. Locate Information

3. Select & Analyze

4. Organize & Synthesize

5. Present

Questions can be DECONSTRUCTED and/or DEFINED by using concept

maps, graphic organisers etc. They can be set by the teacher or developed by the student using Bloom’s Taxonomy, DeBono’s

Thinking Hats or a myriad of other thinking strategies and tools.

1. Define & Deconstruct

Formulate some simple questions to help you

gather specific information and to clarify what direction you need to take. e.g. Who? What?

When? Where? Why?

Create a concept map to brainstorm and organise

your ideas.

If you are not sure what the topic involves, use

dictionaries and encyclopaedias to get your head around the

topic.

Write down search keywords (subject topics)

for library catalogues

Write down specific keywords for internet search engines and

decide how to combine them

In the LOCATING stage the focus is to develop a search strategy and

match the information need with an appropriate information source.

e.g. books, internet sites, journal/newspaper articles, etc

Decide what resources may contain the best information – books (fiction & non-fiction),

magazines, videos/DVDs, websites, organizations,

primary sources

If you need more general information consider

using a subject directory

If you have no knowledge of the topic try reading the general entry in an encyclopaedia to get keywords and related

terms

Revise keywords if searches are not

successful

2. Locate Information

Use a variety of resources so that you

can compare and contrast points of view

At the SELECTING & ANALYSING stage students employ reading

strategies and critical analysis skills to decide if the resources are

appropriate and relevant to the research task.

Have a systematic way of organising your

research.

Skim and scan resources to see if they

are relevant to your topic.

Critically evaluate the sources you are using for validity and bias

3. Select & Analyze

At the ORGANISING & SYNTHESISING stage students make notes using graphic organises then sort, compare, classify and make

connections.They also return to the original question and ensure enough

information has been collected.

Combine answers from different

resources

Keep track of your information sources and

record their bibliographic details.

As you take notes, keep making comparisons between information

from different sources.

Make notes of relevant information

4. Organize & Synthesize

PRESENTATION can take man forms from a report or essay to a model or an oral. Assessment criteria/rubrics should be revisited to at this stage,

so that students have a clear understanding of what is required

and how it will be assessed.

Choose an appropriate format and medium for the presentation of your

research.

If you are not sure of how to structure your research, seek

clarification and/or help on essay writing, project work, report writing etc

Make sure any diagrams, charts and tables are

clearly labelled.

5. Present

Carefully read your draft to see if your arguments make sense, and have evidence to back them

up. Provide a bibliography

In the EVALUATING stage students reflect on their work and the

information process and plan for improvement in this task or

subsequent tasks.

6. Evaluate

Make a note of any difficulties you

encountered while carrying out your research

and find some time to improve in these areas.

Allow time for careful editing, proof reading and

review of your work

Make sure you have answered the question

appropriately

1. Define / Deconstruct

Planning, researching

& writing an assignment

6. Evaluate

2. Locate Information

3. Select & Analyze

4. Organize & Synthesize

5. Present