Course Specific Research Support for LIB 101: Home

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

1.2.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.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

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.D. Identify and use specific criteria to track the acquisition of new understanding and to evaluate the effectiveness of a created product

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.E. Identify the features of the author's craft including language choices, or scientific names and labels, that shape meaning, and identify the narrative voice and the authorial voice (including historical contextualization where relevant), which shape the relationship between author and reader
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

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

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

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

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

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

Dispositions:
Develop and maintain an open mind when encountering varied and sometimes conflicting perspectives

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

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

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

Dispositions:
Are inclined to seek out characteristics of information products that indicate the underlying creation process

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

Understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information

Recognize issues of access or lack of access to information sources

Dispositions:
Respect the original ideas of others

Are inclined to examine their own information privilege

Dispositions:
Maintain an open mind and a critical stance

Demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations).

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

Critically evaluate contributions made by others in participatory information environments

Dispositions:
Seek out conversations taking place in their research area

Recognize that scholarly conversations take place in various venues

Value user-generated content and evaluate contributions made by others

Recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage

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

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

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