information needs

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 905 times13.8 KB
Blank Template for Use by Students or Instructordisplayed 1060 times324.05 KB
Completed Exampledisplayed 1043 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 Susan Archambault on September 22nd, 2017
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Short Description: 

Lesson plan for a 1-hour introductory Communication Studies theory class. Emphasis is on getting students to use the appropriate tool for their information need while considering indicators of authority. Collection of exercises requiring students to do the following: 1) look up background information on a communication theory; 2) chase down further readings; 3) find a scholarly article that applies a communication theory using the ComAbstracts database. This supports an "interpersonal communication paper" where students outline and critique a communication theory and identify a study that applies the theory.

Attachments: 
AttachmentSize
Library Exercisesdisplayed 1975 times4.11 MB
Answer Key- Library Exercisesdisplayed 1276 times4.1 MB
Script for Sessiondisplayed 1429 times20.91 KB
Learning Outcomes: 

*Find background information on a communication studies theory
*Find relevant previous research that is cited in encyclopedia articles
*Find a peer-reviewed study that applies a communication theory
*Pick out the main points in a theory-based scholarly article
*Demonstrate an understanding of APA citation format

Individual or Group:

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

This supports an "interpersonal communication paper" where students choose a communication theory to outline and critique. They also must identify a study published in a peer-reviewed journal that applies the theory.

Suggested Citation: 
Archambault, Susan. "Scaffolding: exercises for introductory communication theory classes." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/scaffolding-exercises-introductory-communication-theory-classes.
Submitted by Carolyn Caffrey on August 25th, 2016
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Short Description: 

This group activity can be used in a variety of disciplines and contexts. Pass the Problem aims to have students provide feedback to other students on database and keyword selection. By having students critique each other it works to build critical self-reflection during the research process (it's also pretty fun!).

Attachments: 
AttachmentSize
Pass the Problem.docxdisplayed 4283 times24.33 KB
Learning Outcomes: 

Strategically select a database appropriate for their research topics Brainstorm keywords appropriate to a given research topic Evaluate the effectiveness of searching language

Individual or Group:

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

This activity was part of a larger class session focused on preparing students for their interdisciplinary research projects. At this point in the semester students did not yet have their own research topics. It also took place outside of a computer classroom where not all students had laptops. Students break up into groups of 3-4 students. You can make as many topics as you want. For a class of 25 I created 4 topic options. Each group receives 5-10 minutes to complete each segment. When the timer is up they switch with a group. No one should receive the paper they start with until the very end. At the end of the activity we come back as a class and discuss how it went and what strategies they might implement in their own research processes. (I first heard about the idea of passing a problem in an interactive way from Sarah Lucchesi and Jenn Sams from Michigan Tech at Lake Superior Libraries Symposium, this is inspired by their idea.)

Potential Pitfalls and Teaching Tips: 

Tips: Activity works well when paired with additional content. You can mix up the questions or add more. Pitfall: Choosing approachable topics with lots of keywords options. It can be hard to have students easily trade papers in classrooms set up with rows, you may need to facilitate the passing.

Suggested Citation: 
Caffrey, Carolyn . "Pass the Problem." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/pass-problem.
Submitted by Lane Wilkinson on January 6th, 2016
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Short Description: 

This activity proceeds via Socratic questioning. The goal is to have students explain the common stumbling blocks they encounter as they look for information and as they write papers (if they have). The role of the librarian is to facilitate the discussion by providing a contextual framework for student experiences. By showing students that their research process follows a common pattern, they can make better choices about how, when, and where to look for information (e.g., not jumping straight to peer-reviewed articles when they can barely define their topic)

Attachments: 
AttachmentSize
1-11 Information Needs, Types, Qualities.docxdisplayed 3986 times53.49 KB
AttachmentSize
Optional worksheet displayed 4346 times250.83 KB
Learning Outcomes: 

Students will be able to articulate the type of information they need to complete a given task. Students will be able to identify the appropriate uses for various information formats. Students will be able to explain the criteria by which we identify the credibility of an information source. Students will be able to identify which attributes of a given information source should be included in an annotated bibliography.

Individual or Group:

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

This is a frequent activity I developed for our second-semester composition program. The common assignment is an annotated bibliography of 8-12 sources. Analyzing student bibliographies showed that they were having a tough time understanding how format can affect the usefulness of an information source, within context. The most frequent problem involved students jumping straight to peer-reviewed scholarship when they could barely articulate their research question. Likewise, students often do not approach research strategically and with an eye towards collecting a range of sources that will help address many common research needs. Since this activity is coupled to an annotated bibliography, a secondary pay-off is in helping students write their annotations. Once able to articulate the information need a source satisfies, they can better conceptualize how to incorporate the information into their paper.

Potential Pitfalls and Teaching Tips: 

This is a Socratic activity, so the librarian has to take the traditional "sage on the stage" approach and has to be comfortable keeping the conversation on track, no matter where it might go. The attached instructions are only a loose framework to help guide discussion.

Suggested Citation: 
Wilkinson, Lane. "Information Needs, Types, and Qualities." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/information-needs-types-and-qualities.
Submitted by Carolyn Caffrey on November 5th, 2015
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Short Description: 

The following activity is meant to assist learning the concepts of strategic search. It introduces the idea that sources contribute different perspectives to an argument and that scholarship is a conversation. It can be used for any discipline but is particularly well suited to introductory writing courses.

Learning Outcomes: 

Students will be able to.... Develop a strategic search plan Demonstrate an understanding of citation style in order to track a scholarly conversation

Individual or Group:

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

This activity can be used after or during an introduction to strategic searching in a one-shot instruction session. After presenting the shortened URL on the screen; students independently complete their row in the spreadsheet. The instructor/librarian can help students individually during this time period with their own search topics. The instruction/librarian can display the spreadsheet using projection and use the rows and student work to initiate conversation around various points for example by asking does anyone have an additional keyword they think Student A would want to use? The students can return to the shortened link at any time to view the work they did in class and the spreadsheet can be used for the librarian to assess the session. If not every student has a computer this activity can also be completed in small groups. Variations: Have students work in pairs or small groups with one person's topic. (Especially if not everyone has a laptop) Mix up the questions Have students complete the form as homework for a flipped class session

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

Further reading: Simpson, S. R. (2012). Google Spreadsheets and real-time assessment Instant feedback for library instruction. College & Research Libraries News, 73(9), 528–549. http://crln.acrl.org/content/73/9/528.full

Potential Pitfalls and Teaching Tips: 

-Shorten the URL using a URL shortener like Bit.ly or Goo.gl to the Google Sheet so that students can easily type it in and access it if you aren't able to provide it to them directly through a course management system or other means -Double check your "Share" settings in the top right corner of the document. You want anyone to be able to edit the document if they have the link. This is not the default setting so you will need to change it -In an in-person setting having student count off by row number helps make sure students don't write over each other when claiming a row

Suggested Citation: 
Caffrey, Carolyn . "Strategic Searching Spreadsheet." CORA (Community of Online Research Assignments), 2015. https://projectcora.org/assignment/strategic-searching-spreadsheet.
Submitted by Susan Archambault on August 6th, 2015
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Short Description: 

This assignment is designed to help students develop a thoughtful research topic. Students go through a series of steps, questions, and background reading to help them better understand and refine a research topic.

Attachments: 
AttachmentSize
DevelopingResearchTopic_socialjustice_FINAL.pdfdisplayed 4559 times263.92 KB
DevelopingResearchTopic_socialjustice_FINAL.docxdisplayed 1947 times297.42 KB
Learning Outcomes: 
  • Conceptualize and refine an effective research topic
  • Value information and sources from different perspectives
  • Contextualize a research topic by drawing upon their own intellectual curiosity or personal experience

Individual or Group:

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

This exercise is due week 3, usually before library instruction. As a result, the library created a 4-minute instruction video done as a pre-visit homework assignment called "Developing a Topic with CQ Researcher and Opposing Viewpoints" available on this LibGuide: http://libguides.lmu.edu/RHET1000/LibraryVisit

Using a Topic Development exercise, students will explore and conduct preliminary research on three separate research topics. This is in conjunction with the Information Literacy component of the course as stated in "Rhetorical Arts: Speaking and Writing for Social Justice" common syllabus. A requirement for all first-year students, Rhetorical Arts is a course designed specifically to integrate important skills- information literacy, writing, and public speaking- into the Jesuit Rhetorical Tradition "Eloquentia Perfecta." Students will also engage with important ethical themes related to the common good. 

This is the first assignment in a sequence of writing and oral assignments (followed by a Research Proposal, Annotated Bibliography, Persuasive Research Paper, etc.). Each successive assignment expands on the previous assignments.

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
Rubric for Research Exploration.docxdisplayed 1220 times22.71 KB
Potential Pitfalls and Teaching Tips: 

Some students may think this is busy work. Don't allow students to turn this in at the end of the semester with their final paper, as this defeats the purpose of sequencing assignments.

Suggested Citation: 
Archambault, Susan. "Research Exploration Exercise." CORA (Community of Online Research Assignments), 2015. https://projectcora.org/assignment/research-exploration-exercise.
Submitted by Jennifer Masunaga on July 14th, 2015
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Short Description: 

This assignment is meant to illustrate the differences between scholarly and popular information sources by presenting students with information on the topic of "fracking" from four different resources: a scholarly article, a magazine, a newspaper and a website. It introduces the idea that information can be presented in different formats depending on the context and information need.

Attachments: 
AttachmentSize
Source_Evaluation.docxdisplayed 2166 times20.32 KB
Learning Outcomes: 

At the end of this activity, students should… • Be able to compare and contrast four different types of information sources • Recognize differences between scholarly and non-scholarly articles. • Recognize the importance of authorship

Individual or Group:

Suggested Citation: 
Masunaga, Jennifer. "Scholarly vs. Popular ." CORA (Community of Online Research Assignments), 2015. https://projectcora.org/assignment/scholarly-vs-popular.
Submitted by Jennifer Masunaga on June 17th, 2015
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Short Description: 

The following activity is meant to demonstrate the concepts of authorship and authority to your students. It introduces the idea that context can influence the tone and writing style of a faculty member or scholar and also introduces the concept of the scholarly conversation. It can be used for any discipline.

Attachments: 
AttachmentSize
This is the PDF version of the assignmentdisplayed 1237 times73.28 KB
This is the Word doc of the assignmentdisplayed 870 times124.07 KB
Learning Outcomes: 

At the end of this activity, students should… • Be able to compare and contrast two different sources in order to comprehend the different types of context for scholarly ideas. • Recognize scholarly blogs and other informal scholarly communication sources in order to describe scholarly communication as an ongoing and evolving dialogue.

Individual or Group:

Suggested Citation: 
Masunaga, Jennifer. "Authority is Contextual and Constructed: Class Discussion of Authorship." CORA (Community of Online Research Assignments), 2015. https://projectcora.org/assignment/authority-contextual-and-constructed-class-discussion-authorship.
Submitted by Jennifer Masunaga on June 17th, 2015
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Short Description: 

This assignment asks students to compare and contrast a Wikipedia article and an article from a subject specific Encyclopedia owned by the library. It asks the students to evaluate each resource by assessing its Relevance, Authority, Date, Accuracy and Rationale. Evaluation using these five criteria is known as the RADAR framework. Although the wikipedia article in this assignment is from biology, it can be switched out for any discipline.

Attachments: 
AttachmentSize
This is the PDF version of the assignmentdisplayed 19815 times120.62 KB
This is the Word version of the assignment.displayed 767 times20.78 KB
Learning Outcomes: 

Learning Objectives: At the end of this assignment, the student should be able to 1. Recognize how Wikipedia and scholarly encyclopedias differ in content, authority and relevance to academia. 2. Learn how to check a Wikipedia article’s quality “grade”. 3. Use the RADAR framework to critically evaluate a background source.

Individual or Group:

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
rubric for wikipedia assignment.pdfdisplayed 755 times82.3 KB
Suggested Citation: 
Masunaga, Jennifer. "Wikipedia vs. Encyclopedia." CORA (Community of Online Research Assignments), 2015. https://projectcora.org/assignment/wikipedia-vs-encyclopedia.
Submitted by Susan Archambault on June 13th, 2015
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Short Description: 

A research diary is a log of the steps and thought processes researchers go through as they conduct their research.  A research diary gives students the opportunity to reflect on the research process as they discover more information about a topic. 

Attachments: 
AttachmentSize
research diary-cora.docxdisplayed 1281 times33.62 KB
Diary_Log_Template__7_.pdfdisplayed 1513 times50.13 KB
Learning Outcomes: 
  • Conceptualize an effective research strategy and collect and interpret evidence
Discipline: 
Multidisciplinary

Individual or Group:

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
Rubric for Evaluation of Research Diary.docxdisplayed 1076 times133.28 KB
Suggested Citation: 
Archambault, Susan. "Research Diary." CORA (Community of Online Research Assignments), 2015. https://projectcora.org/assignment/research-diary.