Course Specific Research Support for HON 201: Home

Learning Goals Indicators:
1.1.A. Develop a researchable question which demonstrates curiosity about a topic
1.1.B. Use divergent thinking (brainstorming, lateral thinking) and metacognitive reflection to surface prior knowledge, identify points of personal connection to apply to new knowledge, consider accuracy of prior knowledge, and to extend perceptions to include additional perspectives for next steps in research
1.1.C. Generate questions related to as well as embedded within a focused topic statement, evaluate those questions for perspective and point of view, identify research questions that practitioners or scholars are studying on the topic, and synthesize to a researchable question which addresses a problem or issue
1.1.D. Use advanced search strategies and different types of search language (controlled vocabulary, natural or colloquial language, keywords) for different applications
1.1.E. Read laterally to evaluate the reliability of information, and evaluate sources for usefulness, relevance, author's expertise
1.1.F. With support, select and use effective tools and source types with specific conventions, to access information, including specialized, subject-specific, and scholarly sources
1.1.G. Evaluate information for accuracy, validity, importance, and bias, using increasingly complex qualifiers
1.1.H. Compare and use sources from a variety of digital formats and select the most appropriate for a specific purpose
1.1.I. Collaborate with others within digital and physical environments to build and improve content, develop new knowledge, and improve metaliteracies
1.1.J. Reflect on the effectiveness of a research process including problem solving, and progress through developing a topic into a researchable question

Learning Goals:
1.2.B. To make an informed decision, evaluate information, examine multiple positions, points of view, forms of argument, and challenge one's assumptions including confirmation bias
1.2.C. Use tools to concurrently organize, analyze, and synthesize information
1.2.D. Answer questions using information (quoted or paraphrased correctly) in proper context, providing attribution using varied and multiple sources
1.2.E. Make personal connections to topics of interest (personal experience, expertise, interest in new ideas and for academic or personal development) in order to locate and use information from credible sources, to extend complexity in thinking about a current event, social issue or other real-world problem, and to generate solutions with insight and synthesis
1.2.G. Make and defend informed conclusions based on complex criteria, including exploring multiple points of view, setting aside personal prejudices and assumptions, locating best evidence, and considering criteria specific to a topic
1.2.H. Reflect on the development of new knowledge in a topic, and evaluate the effectiveness of the strategies and tools used in a research process

Learning Goals:
1.3.A. Analyze delivery formats for clarity of communication, accessibility, audience, purpose, ease of use, and modes of learning to select the most appropriate format for sharing understanding
1.3.B. Select the most appropriate tools to create and share work based on purpose and audience
1.3.C. Set up a shared plan, use project management skills to equitably share new understandings, and create and share content in collaborative groups
1.3.D. Identify and use specific criteria to track the acquisition of new understanding and to evaluate the effectiveness of a created product

Learning Goals
2.1.C. Recognize that information sources invite inference and interpretation within and across texts and experiences, to consider others' evidence-based inferences and interpretations, and to synthesize relationships among personal ideas, ideas from texts, and ideas from discussions
2.1.D. Reflect in discussions, and in writing, personal growth as a reader, and recognize how information sources may incorporate or promote social, historical, economic, political, and cultural commentary
2.1.F. Seek diverse and inclusive perspectives, be open to new ideas, recognize how selection of reading material affects the reader and can be empowering both personally and globally

Learning Goals
2.2.C. Critically analyze and evaluate the information presented in an information source, to locate evidence for building and supporting comprehension of texts, use comparisons to identify similarities or differences, ask inquiry questions when something from the text inspires seeking new knowledge
2.2.E. Identify how an author or authors, including organizations and companies as authors, write with a variety of purposes and for particular audiences, and evaluate effectiveness of text to purpose within the field of study or discipline specific content

2.3.B. Participate in reading and learning communities, to develop skills for increased academic conversations, and to further research and inquiry within the field of study or discipline specific content

Learning Goals
3.1.C. Critically evaluate contributions made (including one's own) in a variety of information environments, identifying biases, and evaluating the value of various perspectives

Learning Goals
3.2.A. Seek accuracy, legitimacy, and reliability in sources, and be objective when searching and reading, and demonstrate an understanding of how particular sources, including crowd sourced, contribute to general knowledge
3.2.B. With support provide proper attribution and citations for sources, including identifying all necessary components for a complete citation within each source used, as required by the citation style for the field of study, constructing citations in proper format, using citation generators, and checking for accuracy
3.2.C. Use strategies to avoid plagiarism, use subject-specific citation styles, and demonstrate an understanding of the rights and permissions for use of intellectual property, including public domain, and Creative Commons licenses
3.2.D. With support, demonstrate an understanding of the concepts of intellectual property and originality, and use sources within the limitations of copyright law, the allowances of public domain, copyleft (open public copyright), or Creative Commons licenses, and read sources closely to understand the context for the given information to accurately represent the ideas in context

Learning Goals:
3.3.A. Set and use normative behavior agreements with ground rules and roles when working in groups, using more formal parliamentary procedure where required; demonstrate intellectual humility; contribute to the intellectual community rather than remaining only a consumer of information; value and evaluate others' contributions; and seek guidance from experts
3.3.B. Demonstrate an understanding that diverse ideas and world views which challenge a researcher are necessary for informed participation in the social interchange within information ecosystems
3.3.C. Demonstrate an understanding that responsible information users draw reasonable conclusions based on analysis and interpretation of information, follow policies when using shared resources, take the initiative to suggest improvements, and recognize that choices impact how the information will be used and by whom

Knowledge Practices:
Define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event)

Use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility

Acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice

Understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time

Dispositions:
Motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways

Question traditional notions of granting authority and recognize the value of diverse ideas and worldviews

Knowledge Practices:
Assess the fit between an information product’s creation process and a particular information need

Articulate the traditional and emerging processes of information creation and dissemination in a particular discipline

Monitor the value that is placed upon different types of information products in varying contexts

Develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys

Dispositions:
Value the process of matching an information need with an appropriate product

Accept that the creation of information may begin initially through communicating in a range of formats or modes

Knowledge Practice:
give credit to the original ideas of others through proper attribution and citation

Disposition:
Respect the original ideas of others

Knowledge Practices:
Formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information

Determine an appropriate scope of investigation

Use various research methods, based on need, circumstance, and type of inquiry

Monitor gathered information and assess for gaps and weaknesses

Organize information in meaningful ways

Synthesize ideas gathered from multiple sources

Draw reasonable conclusions based on the analysis and interpretation of information

Dispositions:
Consider research as open-ended exploration and engagement with information

Value intellectual curiosity in developing questions and learning new investigative methods

Maintain an open mind and a critical stance

Seek multiple perspectives during information gathering and assessment

Seek appropriate help when needed

Follow ethical and legal guidelines in gathering and using information

Knowledge Practices:
Cite the contributing work of others in their own information production

Contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session

Identify barriers to entering scholarly conversation via various venues

Identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge

Dispositions:
Understand the responsibility that comes with entering the conversation through participatory channels

Value user-generated content and evaluate contributions made by others

Knowledge Practices:
Determine the initial scope of the task required to meet their information needs

Identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information

Utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching

Match information needs and search strategies to appropriate search tools

Design and refine needs and search strategies as necessary, based on search results

Understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information

Use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;
manage searching processes and results effectively

Dispositions:

Exhibit mental flexibility and creativity

Understand that first attempts at searching do not always produce adequate results

Realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the search

Seek guidance from experts, such as librarians, researchers, and professionals

Recognize the value of browsing and other serendipitous methods of information gathering

Persist in the face of search challenges, and know when they have enough information to complete the information task