Course Specific Research Support for IDS 234: Home

1.1.A. Develop a research question for inquiry within a particular discipline or professional/technical area
1.1.C. Generate questions related to as well as embedded within a focused topic statement, relevant to a particular discourse community or discipline, and evaluate those questions for perspective and point of view, 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 in discipline specific, technical area, or discourse community
1.1.E. Read laterally to evaluate the reliability of information, and evaluate sources for usefulness, reliability, author's expertise, frequency of citation, and position within the scholarly conversation
1.1.F. 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 for professional/technical focus
1.1.H. Compare and use sources from a variety of digital formats and select the most appropriate for a specific purpose within a discipline-specific or professional/technical context
1.1.I. Collaborate with others within digital and physical environments to create content, developing discipline-specific or professional/technical knowledge by working through threshold concepts and metaliteracies
1.1.J. Reflect on the effectiveness of a research process including problem solving, and progress through developing a topic into a disciplinary or professional/technical researchable question

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 and to change a thesis when the predominance of evidence from reliable sources contradicts one's initial hypothesis
1.2.C. Use tools to concurrently organize, analyze, and synthesize information in a discipline specific or professional/technical context
1.2.F. Share experiences, participate in decision-making, and collaboratively identify methods of assessing the usefulness of ideas and sources, to build new knowledge, create new works, and solve problems, informed by the norms and expectations of a discipline or professional/technical area, in order to build new knowledge and solve problems
1.2.G. Make and defend informed conclusions based on complex criteria including rigorous research methods, locating corroborative and tested evidence, and considering criteria specific to a discipline or professional/technical area
1.2.H. Reflect on the development of new knowledge in a topic from a discipline specific, or professional/technical area, and evaluate the effectiveness of the strategies and tools used in a research process

1.3.B. Select the most appropriate tools to create and to share work, based on purpose and audience, for online or in-person presentation
1.3.C. Within a field of study, rhetorical or discipline specific content group, 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. Use a discipline specific or professional/technical framework to track the acquisition of new understanding and to evaluate the effectiveness of a created product

2.1.C. Recognize and demonstrate an understanding 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 within a discipline specific or professional/technical context, and demonstrate an understanding of how information sources may incorporate or promote social, historical, economic, political and cultural commentary

2.2.C. Critically analyze and evaluate the information presented in an information source, to locate evidence for building and supporting demonstrate an understandings of texts, use comparisons to identify similarities or differences, ask inquiry questions when something from the text inspires seeking new knowledge within the field of study or discipline specific content
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.A. Apply reading strategies to text structures and standard formats found in scholarly research studies across content areas within the field of study or academic discipline
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

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

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 knowledge within a field of study
3.2.D. 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

3.3.A. Demonstrate an understanding of and use the normative behavior agreements of the particular discourse community when working in a group for a certain field of study, 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.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, recognize that choices impact how the information will be used and by whom, and follow up with additional research when inconsistencies are encountered

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

Understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources

Recognize that authoritative content may be packaged formally or informally and may include sources of all media types

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

Develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview;

Knowledge Practices:
Articulate the capabilities and constraints of information developed through various creation processes

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

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

Knowledge Practices:
Give credit to the original ideas of others through proper attribution and citation

Articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain

Knowledge Practices:
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 or weaknesses

Organize information in meaningful ways

Synthesize ideas gathered from multiple sources

Draw reasonable conclusions based on the analysis and interpretation of information.

Dispositions:
Maintain an open mind and a critical stance

Seek appropriate help when needed

Follow ethical and legal guidelines in gathering and using information

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

Critically evaluate contributions made by others in participatory information environments

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

Summarize the changes in scholarly perspective over time on a particular topic within a specific discipline

Dispositions:
Recognize they are often entering into an ongoing scholarly conversation and not a finished conversation

Seek out conversations taking place in their research area

See themselves as contributors to scholarship rather than only consumers of it

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

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:
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