research skills

Submitted by Olga Koz on October 14th, 2024
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Short Description: 

The literature review design (LRD) tool helps design a traditional review nested in the dissertation or thesis. It was created based on the interactive Hopscotch research design framework (Jorrin-Abellan, 2020). 

  • Students are asked to answer questions in the LRD form and engage with resources in the Guide to LRD. 
  • Students may stop working on the form (after steps 3, 5, and 6) and submit preliminary results (Save & Submit).
  •  Ultimately, they will receive the graphical representation of the literature review (table) and literature review protocol. 
Attachments: 
AttachmentSize
LRD Form_Graphic_24.docxdisplayed 461 times366 KB
AttachmentSize
TLED9900LR-Syllabus-Summer 2024.docxdisplayed 879 times91.78 KB
Learning Outcomes: 
  • Evaluate the role that literature review has in planning research.
  • Differentiate between the types/genres of literature reviews, their methodology, strengths, limitations, and sources of bias, and select the appropriate type of review.
  • Distinguish between the types and levels of evidence/literature/publications and select the appropriate ones for review.
  • Develop and apply the systematic literature-searching strategy and the protocol for evidence collection.
  • Frame the proposed research theoretically and conceptually
  • Reveal research, conceptual, and methodological gaps.
  • Sharpen critical thinking skills while analyzing and appraising evidence.
  • Synthesize the literature analysis results to inform your study's research questions, design, and framework.
  • Submit the draft of the literature review for a dissertation proposal or Chapter 2 of the dissertation.
Discipline: 
Education

Individual or Group:

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

The LRD tool was a formative and summative assignment for the course "Literature review for Ed.D. students." Each step in designing the literature review protocol included various activities ( watching a video tutorial, answering questions, or attending search and analysis sessions.

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

The course syllabus includes activities (video and other self-paced tutorials, working on the interactive form, AI applications).

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
LR_Rubric.docxdisplayed 410 times21.3 KB
Assessment Short Description: 
Literature Review rubrics
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Koz, Olga. "Dissertation's Literature Review." CORA (Community of Online Research Assignments), 2024. https://projectcora.org/assignment/dissertations-literature-review.
Submitted by Shelby Hallman on August 16th, 2022
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Short Description: 

Description: The Database Scavenger Hunt engages pairs of students in locating specific information or performing specific tasks across multiple resources. Each team works through a series of 16 questions/tasks, with verification of correct answers from the librarian/professor after every 1 or 2 questions, then places a mark on the corresponding wall grid of questions once an answer is deemed correct. The process repeats until the team completes all questions.

The wall grid acts as a way to track where teams are in the game and creates a light-weight race to finish first. (Optional: provide a small prize to either the first team to finish or do a drawing of all teams that finished to give out a prize). See image below of completed wall-grid, with each color/shape of sticky note representing a different team.

Verifying answers after each/every 2 questions ensures students are finding the correct information and completing the tasks. Once a majority of teams complete all 16 questions, there is a group discussion of difficult questions and demoing of any specific problem areas. Before the activity begins, the librarian/instructor can demo where to find databases & database descriptions on the library webpage and mention how to log in. 

Questions can be customized to match the class/subject area. The example attached below is for an undergraduate research group. Examples of changes include: switching databases & examples, focusing on different types of information (patents, standards, handbooks, webpages, etc.), changing tasks based on assignment needs, etc.

Note: Because of the verification step, this activity is best with groups of 20 or less and with the assistance of either the professor or another colleague. 

Materials Needed:

  • Question sheet for each student
  • Answer sheet for each librarian/professor/instructor
  • Wall grid, cut into half-size pages
  • Sticky notes (or some method of distinguishing team marks on grid)
  • Tape to adhere grid to wall
  • Prize (optional)
Attachments: 
AttachmentSize
Wall Grid_Undergraduate Researchers Exampledisplayed 1485 times16.58 KB
Handout_Undergraduate Researchers Exampledisplayed 1523 times16.45 KB
Answers_Undergraduate Researchers Exampledisplayed 1049 times19.29 KB
Answers_Bio and Ag Engineering Example_Scavenger Hunt.docxdisplayed 845 times18.42 KB
Answers_STEM Multi-Subject Example_Database Scavenger Hunt.docxdisplayed 807 times18.41 KB
Image of Wall Grid Post-Database Scavenger Hunt.pdfdisplayed 1191 times505.65 KB
Learning Outcomes: 
  • Students will know how to identify databases relevant to their needs and topic.
  • Students will have basic familiarity with multiple database interfaces.

Individual or Group:

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

Assignment Pairings:

Pairs well with search strategy, in-depth database/resource demo or usage, guided searching, assessing sources, and literature reviews.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Assessment or Criteria for Success
Assessment Short Description: 
Assessment is conducted via formative assessment during the game by monitoring difficult questions/tasks and immediately after the game via discussion and review.
Potential Pitfalls and Teaching Tips: 

Note: Because of the verification step, this activity is best with groups of 20 or less and with the assistance of either the professor or another colleague. 

Suggested Citation: 
Hallman, Shelby. "Database Scavenger Hunt." CORA (Community of Online Research Assignments), 2022. https://projectcora.org/assignment/database-scavenger-hunt.
Submitted by Kaitlin Springmier on February 28th, 2022
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Short Description: 

An icebreaker activity for students at any level, “Visualizing Research” employs tactile or kinesthetic learning techniques to illustrate research as inquiry. This group activity can be used in a variety of disciplines and contexts. By having students create and share visual models of their ideas or experiences with research, the lesson plan increases classroom engagement and supports an understanding of the iterative process of research.

Learning Outcomes: 

After this activity, students will be able to: 

  • Build a visual model of research

  • Describe the research process in their own words

  • Relate their past experiences to an upcoming research project

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

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

This activity is part of a larger class session focused on preparing students for their upcoming research projects. At this point in the semester students should have been introduced to a research project, but have not begun researching (or might not have chosen a topic). Students break up into groups of 3-4 students, depending on material availability. Each group receives a handful of construction materials (colored paper, play doh, magnetic tiles) to build a visual representation of research. Visual models should take 10-15 minutes to complete. At the end of the activity, the instructor brings the class together to discuss various visual models and how the models emulate the research process. (We first heard about the idea of creatively representing the research project from Marcela Y. Isuster from McGill University at LOEX 2019, this is inspired by their idea.)

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

Hodge-Zickerman, A. Stade, E. York, C. S. and Rech, J. "TACTivities: Fostering Creativity through Tactile Learning Activities," Journal of Humanistic Mathematics, Volume 10 Issue 2 (July 2020), pages 377-390. DOI: 10.5642/jhummath.202002.17 . Available at: https://scholarship.claremont.edu/jhm/vol10/iss2/17

Isuster, Marcela Y. “Master Manipulators: Using Manipulatives for Tactile and Kinesthetic Learning in the Information Literacy Classroom.” Workshop. LOEX 2019. http://www.loexconference.org/2019/sessions.html

Kuczala, Mike. Training in Motion : How to Use Movement to Create Engaging and Effective Learning. American Management Association, 2015.

Potential Pitfalls and Teaching Tips: 

Tips: 

Abstract materials (e.g. magnetic tiles, cut paper shapes) are more likely to contribute to abstract representations and descriptions of research. If the craft materials allow students more flexibility in creation (e.g. Play-doh, drawings), students might create more literal representations.  Post-it Notes can provide a way for students to add labels to their research models.

We’ve found success in taking pictures of students’ creations to share with the class, in future sessions, or with teaching colleagues.

Collaborators: 
Suggested Citation: 
Springmier, Kaitlin . "Visualizing Research." CORA (Community of Online Research Assignments), 2022. https://projectcora.org/assignment/visualizing-research.
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 722 times13.61 KB
Finding-a-Book-example.pdfdisplayed 856 times340.67 KB
Finding-a-Book-template.pdf.docxdisplayed 734 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.