Course Specific Research Support for RD 115: Home

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.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.J. Reflect on the effectiveness of a research process including problem solving, and progress through developing a topic into a 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
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.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

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.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.A. Surface background knowledge that will connect to new information, in order to revise schema, and develop a clearer understanding
2.2.B. Monitor reading processes and identify problems, ask questions about the author's ideas, use strategies to repair comprehension, summarize key points and reflect on important information in the text
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.D. Set a reading purpose for reading a particular text, and vary the reading strategies to fit the purpose

Learning Goals
2.3.C. Recognize one's identity as a reader, and extend reading experiences through a variety of genres and formats

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.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

Disposition:
Respect the ideas of others

Knowledge Practice:
Formulate questions for research based on information gaps or on re-examination of existing, possibly conflicting, information

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

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

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

Are conscious that maintaining these attitudes and actions requires frequent self-evaluation

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

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 to appropriate search tools

Disposition:
Exhibit mental flexibility and creativity

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

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

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