Defines Information Need (ACRL 1, SCONUL 1&2, ANZIL 1)

Submitted by Elizabeth Dobbins on May 6th, 2020
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Short Description: 

This assignment introduces students to United States patents and to prior art searching using two free, online databases: Espacenet and Lens.org. Instructional videos are available at: http://guides.lib.campbell.edu/patents . 

This assignment is designed to be scalable so that it can be implemented at an introductory level in a first-year design course, and replicated in the senior design course. To scale the assignment, modify the number of resources students are required to analyze and intensify the synthesis/analysis components.

Attachments: 
AttachmentSize
Patent Research Lab - 7-Step Searching Handout (Word Document)displayed 701 times37.39 KB
Patent Research Lab - 7-Step Searching Handout (PDF)displayed 851 times106.23 KB
Student Research Log - Download Excel file at http://guides.lib.campbell.edu/patentsdisplayed 763 times35.42 KB
Relevant links: 
Patent Research LibGuide
Learning Outcomes: 
  • Students will be able to determine the patentability of their invention based on a nuanced understanding of United States utility patents and intellectual property.
  • Students will be able to conduct a sophisticated prior art search using Cooperative Patent Classifications.
Discipline: 
Engineering

Information Literacy concepts:

Individual or Group:

Ability Level:

Course Context (e.g. how it was implemented or integrated): 

This assignment was scaled for a first-year Foundations of Engineering Design course. As such, students were only required to analyze 6 patent documents in detail.

The assignment was developed in collaboration with Dr. Lee Rynearson, Assistant Professor of Mechanical Engineering at Campbell University. 

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
Patent Research Log Rubric.pdfdisplayed 948 times56.77 KB
Suggested Citation: 
Dobbins, Elizabeth. "Patent Research Assignment." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/patent-research-assignment.
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Submitted by Pascal Martinolli on November 8th, 2019
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Short Description: 

An open access MOOC in French to bonify the information literacy skills of university students (with Moodle).

Relevant links: 
Open subscriptionAbout the MOOC
Learning Outcomes: 

Students will know how to identify references in a bibliography, how to define their research subjects (synonyms & thesaurus), how to combine their keywords, which service to use (catalog, database, Google,...), how to assess the credibility of their sources, how to cite and respect copyrights, how to produce a bibliography with Zotero, how to adopt good practices for publishing (publishing process, open access, predators), how to set up alerts on topics, and what are bibliometry and literature review.

Discipline: 
AnthropologyArchaeologyArtBusinessClassicsCommunication StudiesEconomicsEducationEnglishEthnic StudiesFilm and TVHistoryInformation ManagementLawLiberal StudiesLibrary and Information ScienceLinguisticsMultidisciplinaryMusicPhilosophyPolitical SciencePsychologyRhetoric, Composition, and WritingSocial WorkSociologyTheater ArtsTheologyWomen's Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

Course Context (e.g. how it was implemented or integrated): 

Integrated completely or partially into undergraduate and graduate courses. Also used as support to upgrade a specific information literacy skill of a student after a reference interview.

Assessment or Criteria for Success
Assessment Short Description: 
Each module is assessed by a 10 questions test.
Suggested Citation: 
Martinolli, Pascal. "MOOC BoniCI ." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/mooc-bonici.
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Submitted by Duke University Libraries RIS Team on October 23rd, 2019
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Short Description: 

This is an activity that helps students develop an interdisciplinary search strategy in stages. Students define their topic, brainstorm questions related to their topic area, and connect these questions to the disciplines and experts where they might find more research and information. Students learn how to identify search tools & information sources based on their questions using the library’s website.

Attachments: 
AttachmentSize
Directions for Instructordisplayed 913 times13.8 KB
Blank Template for Use by Students or Instructordisplayed 1070 times324.05 KB
Completed Exampledisplayed 1055 times494.5 KB
Learning Outcomes: 

Breakdown topic by brainstorming relevant ideas and questions

Analyze these ideas to identify subject areas, this will help inform later searches on topic (ie what databases to consult)

Identifies key concepts and terms that describe the information need

Recognizes that knowledge can be organized into disciplines that influence the way information is accessed

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Potential Pitfalls and Teaching Tips: 

·         Students don’t necessarily know a lot about different academic ‘disciplines’ and may need some help making meaningful connections between their topics and particular disciplines.

·         Students may need help and/or to do some background research to think about interesting questions/issues related to their topics.

Suggested Citation: 
RIS Team, Duke University Libraries. "Developing an Interdisciplinary Search Strategy." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/developing-interdisciplinary-search-strategy.
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Submitted by Janelle Bitter on October 9th, 2019
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Short Description: 

This think-pair-share activity in which students compare a popular and scholarly source will help them progress from answering observable questions (type of language and format) to analytical questions (intended audience). As a class, students will discuss their answers and talk about whether the popular source accurately represented the scholarly source.

Attachments: 
AttachmentSize
Step-by-step instructions on using this activitydisplayed 934 times19.2 KB
The worksheet to be used in this activitydisplayed 931 times14.17 KB
PowerPoint presentation given at a conference about this activitydisplayed 1037 times1020.35 KB
Learning Outcomes: 

Students will describe the information creation process for popular and scholarly sources, compare and contrast the type of information disseminated by each, and explain the ways in which authority and accuracy are contingent upon information need. Therefore, students will evaluate the accuracy and authority of a source based on discipline and information need and recognize and select appropriate resources for academic research.

Discipline: 
BiologyChemistryEngineeringEnvironmental StudiesGeologyHealthMultidisciplinaryPhysics

Information Literacy concepts:

Individual or Group:

Ability Level:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 

Using technology can unnecessarily complicate this activity, so printing articles and using the Post-it Note option would be better for a low-tech option.

Suggested Citation: 
Bitter, Janelle. "Scientific research in popular sources classroom activity." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/scientific-research-popular-sources-classroom-activity.
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Submitted by Chelsea Nesvig on August 6th, 2019
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Short Description: 

This assignment/activity works to pair students in fully online or hybrid courses in order to discuss, via phone or messaging app, any topic of choice. In this example, students in a 100-level composition course discuss their research topic of interest with their partner and offer each other suggestions for refinement. This assignment could be adapted in a variety of ways to support other research assignments or projects.

Attachments: 
AttachmentSize
Project CORA Activity Instructions.docxdisplayed 1007 times17.66 KB
Relevant links: 
Random Name Generator
Learning Outcomes: 

After completing this activity students will... - Be able to define their research topic more clearly - Understand that discussing research with each other leads to new/different ideas - Have made a connection with a classmate in an online course that could continue beyond this assignment

Discipline: 
Library and Information Science

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

I have used this activity in both an online and a hybrid (50%) section of an English 102 Research Writing Course. It serves as a way to pair students for research conversations when they are not physically in a classroom together. These pairs could be used throughout the quarter/semester for regular research conversations between students and/or peer-review exercises. This activity is highly adaptable to your teaching context, course, and research assignments. I look forward to hearing how others are able to use it!

Potential Pitfalls and Teaching Tips: 

Executing this activity well, especially the first time, can require a good amount of hands on time from the librarian/instructor implementing it. As noted in the assignment description document, pairing students with the Donut app on Slack takes time; using a random pairing generator doesn't take as much. The biggest potential pitfall is students not being able to connect with their partner. Online courses can have students who do not check in regularly enough to allow them to connect with their partner before the due date. I would not penalize students whose partners did not show up. I did pair myself with a student once who didn't have one due to odd numbers in the course.

Suggested Citation: 
Nesvig, Chelsea. "#researchspeeddate (think/pair/share for an online or hybrid class)." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/researchspeeddate-thinkpairshare-online-or-hybrid-class.
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Submitted by Peter Catlin on July 10th, 2019
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Short Description: 

A classroom activity and lesson plan for first-year students. Your students will learn to differentiate between different categories of items -- such as Popular/Scholarly, or Primary/Secondary/Tertiary -- by playing this fun and easy game.

Attachments: 
AttachmentSize
The Sorting Machine - lesson plan.pdfdisplayed 1452 times567.85 KB
Learning Outcomes: 

Students will:
• Correctly categorize library items.
• Describe the different role that each category plays in the research process.
• Discuss how particular items could be used in the research process, in the context of each item’s category.

Discipline: 
Library and Information ScienceMultidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Suggested Citation: 
Catlin, Peter. "The Sorting Machine." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/sorting-machine.
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Submitted by William (Bill) Badke on March 26th, 2019
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Short Description: 

A two-credit online undergraduate information literacy course used in an adult degree completion bachelor's program.

Relevant links: 
UNIV 110 OL - Scholarly Inquiry and Research Methods (online)
Learning Outcomes: 

The student will:

Gain an understanding of the characteristics of information and its dissemination in the information age.
Develop an appreciation for topic analysis and research focused around a question or hypothesis.
Learn to strategize research procedures using a wide variety of tools and information sources, based on an understanding of information systems and their manner of operation.
Acquire a deeper ability to use critical thinking to interact with diverse concepts, evaluate truth claims, synthesize data and make conclusions.
Show an appreciation for the ethical requirements of research and writing within Christian and marketplace contexts.

Discipline: 
Library and Information Science

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

All resources are linked in the course site.

Assessment or Criteria for Success
Assessment Short Description: 
Graded assignments, rubrics
Potential Pitfalls and Teaching Tips: 

Online instruction requires a great deal of interaction with students, ready availability, and a 24 hour turnaround time on assignment grading.

Suggested Citation: 
Badke, William (Bill). "UNIV 110 OL - Scholarly Inquiry and Research Methods (online)." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/univ-110-ol-scholarly-inquiry-and-research-methods-online.
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Submitted by Anaya Jones on March 19th, 2019
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Short Description: 

This is a participatory, variable lesson frame ready for you to modify to suit your instruction needs. This lesson and it's variations focuses on encouraging students to see themselves as information creators and part of the scholarly conversation and can also variously include conversations about about the scholarly information cycle and/or authority depending on instruction constraints and configuration.

Attachments: 
AttachmentSize
StudentScholarLessonPlanTermCourse.pdfdisplayed 1568 times745.53 KB
StudentScholarLessonPlanTermCourse.docxdisplayed 970 times22.84 KB
StudentScholarLessonPlanSingleSessionScholarlyProcessFocus.pdfdisplayed 1268 times440.62 KB
StudentScholarLessonPlanSingleSessionScholarlyProcessFocus.docxdisplayed 984 times20.46 KB
StudentScholarLessonPlanSingleSessionAuthorityFocus.pdfdisplayed 1092 times437.39 KB
StudentScholarLessonPlanSingleSessionAuthorityFocus.docxdisplayed 969 times20.03 KB
Student Scholar Lesson Plan Start Heredisplayed 1243 times572.13 KB
AttachmentSize
Sample Artifact.pdfdisplayed 1289 times149.96 KB
StudentScholarAssignmentInstructions.pdfdisplayed 2204 times782.72 KB
Learning Outcomes: 

Students will consider the value and authority of various sources and analyze the strengths of different types of information on their topic.
Students will be able to summarize the scholarly information process and see themselves as actual and potential information creators.
-More possible, see documentation.

Discipline: 
AnthropologyCommunication StudiesEducationEnglishLiberal StudiesMultidisciplinaryRhetoric, Composition, and Writing

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Suggested Citation: 
Jones, Anaya. "Cast Your Students as Scholars." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/cast-your-students-scholars.
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Submitted by Jo Angela Oehrli on June 20th, 2018
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Short Description: 

What is “fake news” anyway? Are we living in a post-truth world? These University of Michigan course materials will provide opportunities to discuss and analyze news production, consumption and evaluation. Students will develop the critical thinking skills necessary to be an informed citizen; understand how their worldview affects their interpretation of the news; and create a personal strategy for fact-checking and evaluating the news. Topics include types of “fake news” such as misinformation and disinformation; economic and technological contexts of the news media; psychological and social factors of media consumption; and the impact of news on our society.

Relevant links: 
Fake News, Lies, and Propaganda Course Google Site
Learning Outcomes: 

After participating in this course, students will be able to:
1. Critically evaluate news sources in order to determine content credibility.
2. Develop and implement a strategy to make an informed opinion about current topics and issues in order to become a better informed citizen
3. Identify types of “fake news” including misinformation, disinformation, biased information, propaganda, and satire in order to determine the credibility of news content
4. Describe the news production process and information landscape in order to recognize the impact of the economic and technological context
5. Analyze the impact of psychological and social factors on media consumption in order to reflect on their own personal media consumption behaviors and practices
6. Discuss the individual and societal impacts of news literacy in order to understand its importance to public policy and democracy.

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Suggested Citation: 
Oehrli, Jo Angela. "Fake News, Lies, and Propaganda: How to Sort Fact from Fiction." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/fake-news-lies-and-propaganda-how-sort-fact-fiction.
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Submitted by McKenzie Hyde on April 27th, 2018
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Short Description: 

This lesson, created for English 2010, or Argumentative Writing, teaches students how to use library databases and keywords in order to focus their research topics. Most students come prepared with a general or broad topic in mind, but they need to narrow their focus in order to get more relevant search results. Here they simultaneously learn to search in and use the library databases and to focus their research topics.

Attachments: 
AttachmentSize
Narrowing a Topic Handoutdisplayed 2633 times142.65 KB
Narrowing a Topic Lesson Outlinedisplayed 1624 times150.64 KB
Narrowing a Topic Lesson Plandisplayed 2950 times299.2 KB
Relevant links: 
Guide on the Side (Pre-Work)Research Tips for Students
Learning Outcomes: 

-Understanding how to use library resources and why we use them (instead of Google, for example)
-Searching in library databases using Boolean operators, relevant keyword searches, and other library tools
-Focusing a general research question for a specific audience

Discipline: 
EnglishRhetoric, Composition, and Writing

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

We collaborate with the English faculty and instructors on campus to make sure students are ready to choose a topic for their final research paper before they come to the library for this lesson. The English 2010 curriculum generally stipulates that students do small assignments throughout the semester to work up to this final research paper. Coming to the library for our Narrowing a Topic and Synthesis lessons are important steps in this research process. Some professors like to adapt these lesson plans to their students' needs.

Collaborators: 
McKenzie Hyde
Suggested Citation: 
Hyde, McKenzie. "Narrowing a Topic." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/narrowing-topic.
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