Course Specific Research Support for WR 121Z: Home

Learning Goals Indicators:
1.1.A. Develop a researchable question which demonstrates curiosity about a topic
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.J. Reflect on the effectiveness of a research process including problem solving, and progress through developing a topic into a researchable question

Learning Goals:
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.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

Learning Goals:
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

Learning Goals
2.1.A. Select and read increasingly complex text from a variety of genres and formats, and develop a reading literacy agenda (increase range of selection, self-challenge to stretch abilities)
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

Learning Goals
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

Learning Goals
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

Learning Goals:
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
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

Learning Goals:
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
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

Link to a shared Google folder

Shared Google doc

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)

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

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

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

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

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

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

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

Follow ethical and legal guidelines in gathering and using information

Knowledge Practices:
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

Dispositions:
Seek out conversations taking place in their research area

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

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

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