Step One: ORIGINAL AIM/GOAL
Students can independently answer simple research and library related questions and learn about the research process and the many library services available to them.
Step Two: SET GOALS
- Find sources using the library catalog
- Recognize that systems privilege authorities and may disempower others’ ability to participate and engage
- Narrow a research topic
- Identify library services
- Recognize that a given scholarly work may not represent the only or even the majority perspective on an issue
- Use a given citation style for a source
- Locate works of a certain author
- Find items on reserve for a specific class
- Recognize the different amongst library collections
- Understand copyright issues
- Develop a research question
- Choose a research topic
- Find items using citation
- Locate resources that are relevant and appropriate to an assignment
- Evaluate sources for relevancy, appropriateness, and accuracy
- Define different types of authority
- Recognize that authoritative content may come in a variety of formats
- Demonstrate persistence and flexibility while conducting research
- Identify and appropriately use scholarly sources
- Know advanced searching techniques and when to use them
- Recognize that scholarly conversations are ongoing and not complete
- Know when they have enough information to complete their research
Step Three: SORT & REFINE GOALS
LIBRARY SERVICES
- Find sources, bibliographic information, and other materials using the library catalog
- Identify the different library services (such as Course Reserves and ILL), and know when to use them
- Recognize the different amongst library collections
Refined Statements:
- Find sources and information using the library catalog and library resources
- Identify the different library services and different library collections
RESEARCH
- Choose and narrow a research topic
- Use a given citation style for a source
- Understand copyright issues
- Develop a resesarch question
- Demonstrate persistence and flexibility while conducting research
- Know advanced searching techniques and when to use them
- Know when they have enough information to complete their research
Refined Statements:
- Pair appropriate searching techniques with appropriate search tools while conducting research until all information gaps are fully address
- Choose, narrow, and develop a research question or research topic.
- Understanding the importance of attribution and copyright laws.
EVALUATING SOURCES
- Identify and appropriately use scholarly sources
- Evaluate sources for relevancy, appropriateness, and accuracy
- Define different types of authority
- Recognize that authoritative content may come in a variety of formats and that systems privilege authorities and may disempower others’ ability to participate and engage
- Recognize that a given scholarly work may not represent the only or even the majority perspective on an issue and scholarly conversations are ongoing and not complete
Refined Statements:
- Identify and evaluate scholarly sources for relevance, appropriateness, and accuracy
- Recognize that a work may not represent the whole perspective on an issue, scholarly conversations are ongoing and not complete, authoritative content may come in a variety of formats and privilege some over others.
Step Four: WRITE A COMPLETE SENTENCE TO DESCRIIBE EACH ITEM ON THE FINAL LIST.
LIBRARY SERVICES
- Who is to do something? – Students and library users
- What are they to do? – Find sources in the library and identify library services
- Under what conditions they are expected to do it? – Using the library catalog and the library website
- How well are they expected to do it? – Until information need is met
Using the library catalog and the library website, find sources and identify library services until information need is met.
RESEARCH
- Who is to do something? – Students and library users
- What are they to do? – Engage in the research process and develop a research question/topic
- Under what conditions they are expected to do it? – Following attribution and copyright rules and using appropriate search techniques and tools
- How well are they expected to do it? – Until information need is met and enough information have been found to support research argument
Paring appropriate search techniques with appropriate search tools and following attribution and copyright rules, engage in the research process by developing a research question/topic.
EVALUATING SOURCES
- Who is to do something? – Students and library users
- What are they to do? – Identify and evaluate scholarly sources
- Under what conditions they are expected to do it? – Knowing that scholarly conversations are ongoing, content comes in various forms, and certain formats privilege some over others
- How well are they expected to do it? – Until information need is met
During the process of identifying and evaluating scholarly sources, recognize that a work does not represent the whole perspective, scholarly conversations are ongoing, and authoritative content may come in a variety of formats and privilege some over others.
INSTRUCTIONAL GOAL
Until information need is met and/or enough information has been collected to support a research argument, students and library users will differentiate library services and find sources and information using library resources, pair searching techniques with relevant tools in order to engage in the research process and develop a research question/topic, and identify and evaluate scholarly sources for appropriateness, relevance, authority, and bias.