Course Specific Research Support for WR 122Z: Home

The purpose of this page is to: highlight curriculum where information literacy instruction & support are expected; connect relevant librarian created content & tools; map information literacy related course outcomes to state & national standards

Composition II course outcomes related to information literacy

WR 122 CCOG
ADAPT: 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:

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)
At least 2 high stakes writing projects that are academic in nature
Independent research
Library Research session with a librarian

From the Outcome Assessment Strategies:

Assessment Tasks:

ADAPT: Negotiate academic genres with purpose and control
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:

Formulate a question that can be researched using academic methods.
Find and analyze compelling and relevant information.
Think critically about and evaluate complex information sources.
Identify a conversation through research.

Students’ ability to connect may be assessed by considering how they:

Organize evidence purposefully, in support of a claim that furthers a conversation.
Engage in an academic conversation.
Consider multiple perspectives.

Students’ ability to reflect may be assessed by considering how they:

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 1
Use skills, resources, and tools to inquire, think critically, and gain knowledge
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Learning Goals Indicators:
1.1.A. Develop a research question for inquiry within a particular discipline or professional/technical area
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.D. Use advanced search strategies and different types of search language (controlled vocabulary, natural or colloquial language, keywords) for different applications in discipline specific, technical area, or discourse community
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.J. Reflect on the effectiveness of a research process including problem solving, and progress through developing a topic into a disciplinary or professional/technical researchable question
Standard 2
Use skills, resources, and tools to draw conclusions, make informed decisions, create new knowledge, and apply knowledge to new situations
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Learning Goals Indicators:
1.2.C. Use tools to concurrently organize, analyze, and synthesize information in a discipline specific or professional/technical context
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 more than one discipline specific or professional/technical level source , to extend complexity in thinking about a current event, social issue or other real-world problem, to generate solutions with insight and synthesis
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
Reading Engagement Strand
Standard 1
Develop an appreciation for reading
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Learning Goals Indicators:
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. Recognize 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.F. Seek diverse and inclusive perspectives, be open to new ideas, demonstrate an understanding of how selection of reading material within the field of study, or discipline specific content, affects the reader and can be empowering both personally and globally
Standard 2
Comprehend, interpret, and evaluate informational and fictional text
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Learning Goals Indicators:
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
Social Responsibility Strand
Standard 1
Practice ethical behavior to share knowledge
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Learning Goals Indicators:
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
Standard 2
Practice ethical behavior when using print and digital resources.
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Learning Goals Indicators:
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
Standard 3
Participate collaboratively, respectfully, and productively as a member of a democratic society
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Learning Goals Indicators:
3.3.A. Demonstrate an understanding of and use the normative behavior agreements of the particular discourse community when working in a group for a certain field of study, 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. Pursue diverse ideas and world views which challenge a researcher, and which are necessary for informed participation in the social interchange within information ecosystems; and support public disclosure and free access to information

Topic Guide

Research Guide

Writing Research Guide

Library Tutorials

Additional librarian created content and tools

Paper Topic Ideas

Framework for Information Literacy for Higher Education

Authority is Constructed and Contextual
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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)

Use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility

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

Dispositions:
Motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways
Information has Value
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Knowledge Practices:
Give credit to the original ideas of others through proper attribution and citation

Dispositions:
Respect the original ideas of others
Research as Inquiry
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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

Monitor gathered information and assess for gaps or weaknesses

Synthesize ideas gathered from multiple sources

Draw reasonable conclusions based on the analysis and interpretation of information.

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

Maintain an open mind and a critical stance

Seek multiple perspectives during information gathering and assessment

Seek appropriate help when needed

Follow ethical and legal guidelines in gathering and using information

Demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations)
Scholarship as Conversation
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Knowledge Practices:
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
Searching as Strategic Exploration
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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

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 as necessary, based on search results

Use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately

Manage searching processes and results effectively

Dispositions:
Exhibit mental flexibility and creativity

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

For information about this page:

To update Course outcomes, contact: Pam Kessinger

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