Course Specific Research Support for WR 115: Home

Learning Goals Indicators:
1.1.A. Develop a researchable question which demonstrates curiosity about a topic
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
1.1.H. Compare and use sources from a variety of digital formats and select the most appropriate for a specific purpose
1.1.J. Reflect on the effectiveness of a research process including problem solving, and progress through developing a topic into a researchable question

Learning goals indicators:
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.D. Answer questions using information (quoted or paraphrased correctly) in proper context, providing attribution using varied and multiple sources
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

Learning goals indicators:
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

Learning Goals indicators:
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

Learning Goals indicators
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.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

Learning Goals indicators:
3.3.A. Set and use normative behavior agreements with ground rules and roles when working in groups, 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

Knowledge Practices:
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

Dispositions:
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

Assess the fit between an information product’s creation process and a particular information need

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

Dispositions:
Respect the original ideas of others

See themselves as contributors to the information marketplace rather than only consumers of it

Knowledge Practices:
Formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information

Use various research methods, based on need, circumstance, and type of inquiry

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

Seek multiple perspectives during information gathering and assessment

Seek appropriate help when needed

Follow ethical and legal guidelines in gathering and using information

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

Design and refine needs and search strategies as necessary, based on search results

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

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