Course Specific Research Support for RD 115: Home
College Reading course outcomes related to research skills:
- RD 115 CCOGAnalyze texts in order to identify and articulate explicit and implied main idea and major details, distinguish fact from opinion, determine the author’s and reader’s purpose and bias, and distinguish between literal and figurative meaning in a variety of increasingly complex academic and non-academic reading materials. Make accurate inferences and rely on information provided in text to substantiate thinking. Identify and evaluate complex points of view in different texts. Cultivate flexibility and skepticism about author’s and reader’s perspectives.
Use library resources to formulate a research query and select appropriate sources of information. Use critical thinking to evaluate
Other indicators of required research or information seeking:
From the Outcome and Assessment Strategies:
"Book review/project of novel, biography, or autobiography."
Bridging competencies to support research and information seeking at this level:
- Understand a topic query will evolve, and cannot be limited to their personal interests alone
- Recognize that topics are written about from different points of view
- Understand that information research is iterative and takes time
- Ability to learn the aspects of the discourse community of academic writers
Corresponding research and information seeking outcomes for RD 115
- Identify sources for peer reviewed research reports
- Identify sources evidence-based research
- Select sources for peer reviewed and evidence-based research
- Incorporate sources into writing, with proper citation
Librarian Instructional Objectives:
1. Build concept maps for considering topic ideas
2. Browse topical databases
3. Understand “encompassing concept” for use in online encyclopedias and book searching
4. Evaluate web pages for authorship
5. Use metacognition about changes in search strategy and key word selection
6. Understand various ways to contact a librarian
Librarian subject collectors for: Reading
Campus Librarians, supporting Reading-related subjects research
- Cascade : Torie Scott
- Rock Creek:Sara Robertson
- Sylvania: Meredith Farkas
- Southeast: Roberta Richards
Placement of courses on an Information Literacy Continuum
| Courses | Instructional Stages | Student's Developmental Stage |
|---|---|---|
|
RD 80 |
Connecting to College |
1. I know where the library is located and about some of the services provided. |
|
RD 90 |
Information Seeking |
2. I can identify a topic, and identify useful information sources to read about it. |
|
RD 115 |
Information Literacy Skills |
3. I can develop a topic statement, locate and use library sources, and begin informational research. |
|
|
Academic or Career/ Technical Related |
4. I evaluate the sources I have found for relevancy to my field, and I know who some of the experts are. |
Inquiry and Exploration for Research |
5. I can identify pro- and con-positions on a topic. I can identify the perspectives of various experts in a field. |
|
Discipline- or Area of Study Specific |
6. I can support my position on an issue with evidence. I can accurately summarize the scholarly or professional conversation. |
Librarian Liaison to the Reading SAC (Subject Area Committee)
Contact: Alan Cordle Villegas, librarian at the Sylvania campus
Reading courses with outcomes related to research and information seeking
For information about this page:
To update Course outcomes, contact: Pam Kessinger