search

Submitted by Tricia Martone on January 16th, 2025
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Short Description: 

This an an active learning class using a jigsaw for teaching how to use Web of Science (25 minutes) and a modified Send-A-Problem (renamed Send Along) activity (15 minutes) that covers keyword brainstorming, practicing searching, evaluating the relevance of sources for a given topic, and considering whether that research topic is right-sized.

The lesson was designed for an environmental studies class with 6 students, though it can be scaled up. The Web of Science jigsaw had 3 groups of 2 each teaching themselves in their pairs the contents of one of the handouts. Students were then shuffled so that each student in each of the 2 new groups of 3 had worked on a separate handout. The students then taught each other what they learned, combining the knowledge of the three handouts. Students were put in pairs for the Send Along activity. All groups completed #1, then passed their paper to the left, and this was repeated for #2 and #3. Papers were passed once more after #3 was complete so that groups ended up with their original paper. The topics of the send along activity were curated such that one topic was too specific, one was right sized, and the other too broad. Reflection on the activity (5-10 minutes) included discussion around what makes a right-sized research question, how useful some Web of Science features were for their searches, how keyword choices impacted their searches, and what they might do differently in future.

This lesson was created by Tricia Martone, Alexis Gomez, and Abigail Murdy during the 2024 Librarians Active Learning Institute (LALI) at Dartmouth Libraries, and has been used by Tricia in one-shot library instruction in undergraduate classes. 

Learning Outcomes: 
  • Students will be able to identify primary peer-reviewed literature relevant to their topic.
  • Students will be able to apply search strategies to locate relevant peer-reviewed sources for their topic.
  • Students will be able to distinguish whether a research topic is broad, too specific, or just right.

Individual or Group:

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

This was created for and used in the Librarians Active Learning Institute (LALI) 2024 practicum. Tricia has since used it in an earth sciences undergraduate class (5 students), and created a modified version of the jigsaw for ProQuest Central in a first-year writing seminar in the earth sciences department (16 students). 

For numbers that aren't even, like the 5 students, I asked the instructor to step in to fill the 6th spot so that the jigsaw could function. It's important to have at least one person in each group that worked on each handout. For the class of 16 students, I still had 3 handouts and kept close to a 3 by 5. For teaching themselves, I had 2 groups of 5 and 1 group of 6, then for mixing, I had 4 groups of 3 and 1 group of 4. The group of 4 had two people who worked on the same handout, so those two team-taught the others in their group. This worked well scaled up, though the classroom can get loud. Scaling beyond 16 may require separating the class into a couple groups and then doing the jigsaw among each group (i.e. 36 students might become 3 groups of 12, and then you break it down from there).

Assessment or Criteria for Success
Assessment Short Description: 
Students will be able to apply search strategies through Web of Science to find and assess 2 resources on a paper topic. Students will be able to articulate when a search topic isn’t specific enough to be able to narrow in on relevant sources.
Potential Pitfalls and Teaching Tips: 

The jigsaw will need a room where students can group up. A lecture hall or room with immovable furniture that's far apart may not accomodate this activity. Students also need to bring laptops to class, so if the instructor doesn't want this, the activity won't be possible.

The send-along that teaches about how to right-size a research question needs very curated topics in order to get this particular part of the lesson across. This landed really well with the topics included in these handouts, but different prompts I used in the Earth Sciences class I taught this in fell flat, though students still got something out of the activity. They instead reflected on what makes a paper relevant to a topic, which was also valuable for them.

Suggested Citation: 
Martone, Tricia. "Strategic Searching and Research Question Evaluation." CORA (Community of Online Research Assignments), 2025. https://projectcora.org/assignment/strategic-searching-and-research-question-evaluation.
Submitted by Nicole Hennig on September 8th, 2021
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Short Description: 

Use this virtual mind-map to focus a topic and generate keywords for searching.

Learning Outcomes: 

Students will come up with synonyms for their topic keywords and combine them in a Boolean search.

Individual or Group:

Collaborators: 
Suggested Citation: 
Hennig, Nicole. "Mind Mapping for Focusing Your Topic." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/mind-mapping-focusing-your-topic.
Submitted by Nicole Hennig on September 8th, 2021
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Short Description: 

Searching for information in library resources is often like exploring a new land. You often won’t find what you're looking for the first time you search. Complete this tutorial to learn strategies for rethinking your search for better results.

Learning Outcomes: 

Students will learn ways to revise a search that isn't working the first time.

Individual or Group:

Tags:

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

This tutorial and optional assignment can serve as a stand alone tutorial or can be used in the flipped classroom.

Collaborators: 
Suggested Citation: 
Hennig, Nicole. "Should I Rethink My Search?." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/should-i-rethink-my-search.
Submitted by Nicole Hennig on September 8th, 2021
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Short Description: 

Library databases work differently from Google. Learn how to create a search strategy for these databases.

Learning Outcomes: 
  • Students will learn how searching Google is different from searching library databases.
  • Students will learn how and why to plan a search strategy.

Individual or Group:

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

This tutorial and optional assignment can serve as a stand alone tutorial or can be used in the flipped classroom.

Collaborators: 
Suggested Citation: 
Hennig, Nicole. "How Do I Create a Search Strategy?." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/how-do-i-create-search-strategy.

Teaching Resource

A set of search tasks on 3 levels of difficulty and a validated rubric for psychology students.

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 Natalie Mahan on August 20th, 2019
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Short Description: 

This is a simple activity intended to warm up students, break the ice, and introduce the concept of keyword searching. Ask students to come up with a single word search that gives zero results. It’s harder than it sounds. It may be too elementary for graduate students or upperclassmen; use your judgement about students’ abilities and familiarity with searching. This activity can be a great segue in to a lesson on keyword development, Boolean operators, popular terminology vs. technical jargon, and the differences between different kinds of databases.

Attachments: 
AttachmentSize
Stump the Database.docxdisplayed 1093 times13.19 KB
Learning Outcomes: 

Students will discuss the importance of keywords in database searching.
Students will discuss the benefits and drawbacks of different search strategies.

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: 
Suggested Citation: 
Mahan, Natalie. "Stump the Database." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/stump-database.
Submitted by Jennifer Smith on July 11th, 2018
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Short Description: 

This short lesson introduces identifying search terms with a Koosh ball. The 10 minute activity can be used in one-shot instruction sessions or built in to credit bearing information literacy courses.

Attachments: 
AttachmentSize
Activity instructionsdisplayed 3035 times250.75 KB
Learning Outcomes: 

Identify relevant search terms for a given topic.

Discipline: 
Multidisciplinary

Individual or Group:

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

This activity was originally designed for a patent searching session for an upper level engineering course. I used it to prepare groups for brainstorming keywords for their group invention. I have found that it easily translates to other multidisciplinary courses and can be used with groups or individuals.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Smith, Jennifer. "What is this thing? Koosh balls and search terms." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/what-thing-koosh-balls-and-search-terms.

Teaching Resource

The Instructor’s Corner contains teaching resources (discussion prompts, activities, etc.) for instructors at CSUSB.

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