Course Specific Research Support for LIB 127: Home

Grade 14 Learning Goals:
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.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.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.J. 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

Grade 14 Learning Goals:
1.2.D. Answer questions using information (quoted or paraphrased correctly) in proper context, providing attribution using varied and multiple sources in a discipline or professional/technical area
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

Grade 14 Learning Goals:
1.3.A. Analyze delivery formats for usefulness, adaptability, and appropriate format to communicate demonstrate an understanding in a discipline specific or professional/technical area
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.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

Grade 14 Learning Goals:
2.1.A. Select and read increasingly complex text within the field of study, or discipline specific content, and develop a reading literacy agenda
2.1.C. ecognize 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.E. Demonstrate an understanding 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

2.2.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

Grade 14 Learning Goals:
2.3.D. Make connections from a wide variety of texts within a discipline specific or professional/technical context to personal, academic, or professional experience and knowledge

Grade 14 Learning Goals:
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

Grade 14 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 knowledge within a field of study
3.2.B. 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, differentiating between citation styles, using citation generators, and checking for accuracy
3.2.C. Within a field of study, 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. 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

Grade 14 Learning Goals:
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 Practice:
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

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

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

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

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

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

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

Understand that different methods of information dissemination with different purposes are available for their use

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

Dispositions:
Respect the original ideas of others

Value the skills, time, and effort needed to produce knowledge

Disposition:
Value intellectual curiosity in developing questions and learning new investigative methods

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

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

Dispositions:
Seek out conversations taking place in their research area

Value user-generated content and evaluate contributions made by others

Knowledge Practices:
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

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