research

Submitted by Raymond Pun on February 12th, 2023
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Short Description: 

ChatGPT is an generative artificial intelligence chatbot released in November 2022 by OpenAI. What are the opportunities in using this tool to teach library instruction? This document highlights various ways to engage with learners in critically analyzing ChatGPT (version GPT-3) and its responses through the ACRL Frame: Information Creation as a Process. 

Attachments: 
AttachmentSize
Activity- Using ChatGPT For Library Instruction- Information Creation as a Process.pdfdisplayed 1956 times29.71 KB
Learning Outcomes: 
  • Learn how to connect library research and instruction with ChatGPT
  • Critically analyze ChatGPT and its responses through dialogue and research
Discipline: 
Education

Information Literacy concepts:

Individual or Group:

Suggested Citation: 
Pun, Raymond. "Using ChatGPT For Library Instruction: Information Creation as a Process." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/using-chatgpt-library-instruction-information-creation-process.
Submitted by Duke University Libraries RIS Team on November 6th, 2019
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Short Description: 

In post-session feedback, first-year students frequently express anxiety over how to physically navigate the library to find a book on the shelf. This is a simple, pre-session activity to help students try this out before class, so that they can discuss with their librarian any challenges they faced in attempting to complete the task. With the help of the course instructor, students are asked to find a book on their research topic (or course topic) and bring it to class.

Attachments: 
AttachmentSize
Finding a Book Instructions.docxdisplayed 721 times13.61 KB
Finding-a-Book-example.pdfdisplayed 855 times340.67 KB
Finding-a-Book-template.pdf.docxdisplayed 733 times93.98 KB
Learning Outcomes: 
  • Utilize the libraries online catalog to find a book suitable to chosen topic
  • Locate the specific book identified in the search in the stacks
Discipline: 
Multidisciplinary

Individual or Group:

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: 
  • Librarian will need to coordinate with instructor to ensure that the assignment is clearly communicated to students before class;
  • Participation, or assignment, credit helps as an incentive.
Suggested Citation: 
RIS Team, Duke University Libraries. "Finding a Book." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/finding-book.
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 903 times13.8 KB
Blank Template for Use by Students or Instructordisplayed 1059 times324.05 KB
Completed Exampledisplayed 1042 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

Individual or Group:

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.
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 996 times17.66 KB
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

Individual or Group:

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.
Submitted by Raymond Pun on December 6th, 2017
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Short Description: 

A general sample of how to set up the information literacy workshop in an escape room model.

Attachments: 
AttachmentSize
Information Literacy in the Escape Room.pdfdisplayed 3525 times58.51 KB
Learning Outcomes: 

Students learn different search methods and sources and work in groups collaboratively
Students learn to think through different types of research questions presented in each clue

Discipline: 
Liberal Studies

Individual or Group:

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.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Pun, Raymond. "Information Literacy in the Escape Room." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/information-literacy-escape-room.
Submitted by Steve Gerstle on November 24th, 2017
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Short Description: 

Students often struggle developing good research questions. This rubric is used to assess research questions. Students are given a brief lesson on developing a research question that includes a video produced by the University of Cincinnati.
https://www.youtube.com/watch?v=8aYA1ooRce8&index=5&list=PLSWTn4sCw1ZN1B...

Attachments: 
AttachmentSize
Rubric for assessing research questionsdisplayed 7679 times13.79 KB
Learning Outcomes: 

Assessment of research questions

Individual or Group:

Tags:

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

Students were asked to write either their preliminary or final research questions on a sheet of paper. Questions were then assessed using the rubric.

Suggested Citation: 
Gerstle, Steve. "Rubric for assessing research questions." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/rubric-assessing-research-questions.

Teaching Resource

Provides link to 2014 UNESCO multilingual information literacy guide.

Submitted by Anne Linvill on March 11th, 2016
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Short Description: 

Entering students all take MGT101 – Business Management Practice. Creation of a business plan for a unique product or service is the major project for this course. This Library assignment uses a workshop format to give student groups in Management 101 the task of exploring, evaluating, and reviewing a particular resource important in the business plan research process. Groups are provided a work sheet that presents a set of tasks and 'deliverables' which form the basis of a presentation during which they teach their peers how to use the resource, as well as the strengths and weaknesses of that resource. Active engagement exploring new databases and resources helps students acquire skills necessary for successful completion of course assignments. Including students in the teaching process promotes this engagement, and often results in a more successful transfer of knowledge and skills to all students. Librarians and professors may chime in at the close of each presentation to underscore points made by student evaluators, or further those presentations by providing additional strategies or pathways to uncover needed information of benefit to all students as they work to develop their business plans.

Learning Outcomes: 

Become familiar with important sources of Demographic information from U. S. Census websites Learning how/why demographic information strengthens a business plan Introduction to and acquisition of research strategies in multiple databases Understanding that research is a process

Discipline: 
BusinessEconomics

Individual or Group:

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

MGT101 is a course all students must take at Menlo College. In the course, groups are assigned the task of identifying a unique product or service for which they must develop a strong business plan. At the end of the semester, there is a competition to select the most successful plans that are then presented to Venture Capitalists for review and comment. The Librarians worked together to develop this interactive workshop in order to better ensure student engagement in the research process and acquisition of needed skills leading to the successful completion of a solid business plan. We developed this workshop to give students the opportunity to evaluate different resources, and present the findings to their peers. We have found this to be far more successful than a straight lecture format.

Potential Pitfalls and Teaching Tips: 

Timing is everything. Keeping track of how much time you have and making sure groups adhere to the schedule can sometimes be problematic. The compressed nature of the workshop does help focus everyone's attention. This session is usually taught about 5 weeks into the semester. As a result, students have already come to the library for other workshops with Composition and/or Freshmen Year Experience courses. As a result, they are at least aware that the library has databases, and in many cases have worked with one or two of them to search for news or background information for another project. We always have two librarians present for every session so that along with the professor, we have help available as student groups explore databases/resources/websites and put together the information they will use to teach their peers. We also require students to view the video uploaded above to begin to have some familiarity with the process upon which they are about to embark. Individual professors may also require particular readings be done in advance of the Library workshop.

Suggested Citation: 
Linvill, Anne. "Business Plan Workshop -- Learning the Basics." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/business-plan-workshop-learning-basics.
Submitted by Elisa Acosta on August 4th, 2015
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Short Description: 

Students interview their professor(s) and ask them to describe how they do research, how research gets disseminated in their discipline, etc. Each student can ask one question below. This assignment can be useful as a “first day of class” activity for a First Year Seminar. Novice researchers are introduced to scholarly discourse and discipline-specific approaches to producing knowledge by experts.

Attachments: 
AttachmentSize
Interview a scholar.docxdisplayed 1310 times16.94 KB
Learning Outcomes: 

• Students will articulate the processes of information creation and dissemination in a particular discipline.

Individual or Group:

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

Variations: 1. The writing instructor interviews the content faculty member in front of the class. 2. Interview two of your professors from different disciplines. Compare and contrast their answers. How are the disciplines similar and how are they different? Discuss the differences in the role of publication and scholarly communication across disciplines. Assessment: Students are asked to listen critically and carefully to their professor’s interview and then write a brief reflective essay/journal entry/writing response. Writing prompt: How are questions and new ideas formulated, introduced, and disseminated your professor’s field? Describe the “typical” research process.

Suggested Citation: 
Acosta, Elisa. "Interview a Scholar." CORA (Community of Online Research Assignments), 2015. https://projectcora.org/assignment/interview-scholar.