Course Specific Research Support for WR 122Z: Home
Composition II course outcomes related to information literacy
- WR 122 CCOGADAPT: Apply rhetorical concepts to achieve writing goals within a given discourse community.
INQUIRE: Locate, critically evaluate, synthesize, and integrate multiple perspectives from a variety of sources.
CONNECT: Engage in research and writing as recursive and inquiry-based processes, participating in the communal and conversational nature of academic discourses.
Other indicators of required inquiry and use of information sources
From the Course Activities and Design:
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High stakes writing for an (imagined or real) audience, i.e., rhetorical projects that have undergone revision and editing (examples include academic essays, review articles, annotated bibliographies, mixed media presentations)
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At least 2 high stakes writing projects that are academic in nature
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Independent research
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Library Research session with a librarian
From the Outcome Assessment Strategies:
Assessment Tasks:
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ADAPT: Negotiate academic genres with purpose and control
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INQUIRE: Locate multiple and various information sources that are appropriate to the given process of inquiry
Assessment Tools:
Students’ ability to inquire may be assessed by considering how they:
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Formulate a question that can be researched using academic methods.
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Find and analyze compelling and relevant information.
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Think critically about and evaluate complex information sources.
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Identify a conversation through research.
Students’ ability to connect may be assessed by considering how they:
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Organize evidence purposefully, in support of a claim that furthers a conversation.
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Engage in an academic conversation.
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Consider multiple perspectives.
Students’ ability to reflect may be assessed by considering how they:
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Articulate and reflect on their own search process.
From the Course Content:
The following content is recommended for helping students learn to inquire:
- Research notes
Oregon Association of School Libraries: Standards and Learning Goals
- Information Literacy Strand
- Standard 2Use skills, resources, and tools to draw conclusions, make informed decisions, create new knowledge, and apply knowledge to new situations
- Reading Engagement Strand
- Social Responsibility Strand
- Standard 3Participate collaboratively, respectfully, and productively as a member of a democratic society
Topic Guide
Research Guide
Library Tutorials
Additional librarian created content and tools
Framework for Information Literacy for Higher Education
For information about this page:
To update Course outcomes, contact: Pam Kessinger