OIA Teaching Academy: January 3, 2013 Jill Newby & Nicole Pagowsky, UA Libraries

Understand students’ problems with research Know how to incorporate information literacy into a course through a research assignment Differentiate between successful and problematic research assignment design Locate resources for further assistance and for contacting a librarian

Image via http://librarysmcm.wordpress.com/2012/11/05/beyond-googling-on-the-job/ Information Seeking Behavior from overlobe on Flickr

l www.erialproject.org

l

l http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm

Need Analyze Access Use Evaluate

Individual work: Fill out the top portion of the handout to the “Final Version.” Use a research assignment from a class you have taught, or one you would like to implement in your class.

Think about issues students have with research and how that relates to your assignment and course content.

Assignment Topic

Social media in the Presidential campaign

Learning Outcomes

Students will be aware of how social media is being used in the presidential campaign

Assessment Methods

One page paper with bibliography

Assignment Details Requirements

 Must use library resources to locate at least 2 newspaper or magazine articles  One page paper  Citations in APA format  Due in 1 week

What Must Students Be Able to Do to Complete the Assignment?

Identify Search Words and create search statements Locate 2 newspaper or magazine articles Evaluate sources for relevance to assignment

Library Resource

Tutorial: How to Search Effectively Newspapers and magazines Lexis/Nexis, Newsbank, New York Times Tutorial: Selecting the Best Resources for your Topic Synthesize information and paraphrase correctly into a one page paper Cite the source correctly in APA style Tutorial: Accidental Plagiarism – Don't Let it Happen to You UA Library Citation Guide

Scaffolding Transparency Context Critical Thinking Process over Perfection Embed Academic Integrity

http://va505nk.wordpress.com/2012/11/07/ben-longs-scaffolding/

l www.mindbodygreen.com

l http://creativecommons.org/weblog/page/10

l Dierk Schaefer: flickr.com

l http://en.wikipedia.org/wiki/Nyan_Cat

l

Group work: In groups of 2-3, evaluate a sample assignment using the checklist handout.

  

What makes a good assignment?

What could have been improved?



What was done well?

How would you revise this assignment?

Based on what you’ve learned, how will you revise your assignment?

http://www.library.arizona.edu/services/faculty/instruct-services.html

ERIAL Project (2012). From http://www.erialproject.org/ Kelly, M. C., & Kross, A. (2002). Making the grade: Academic libraries and student success. Chicago: Association of College and Research Libraries.

Maricopa Community College District Libraries (n.d.). Research assignment handouts: Essential elements to promote student success workshop. From http://libguides.maricopa.edu/research_assignment_handouts_workshop Project Information Literacy (2012). From http://projectinfolit.org/ Purdy, J. P. (September 01, 2012). Why first-year college students select online research resources as their favorite. First Monday, 17 , 9. From http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/4088/3289 University of Minnesota Libraries. (n.d.). Improving student research: A faculty/instructor guide. From http://www.lib.umn.edu/research/instruction/guides/FacultyGuide.pdf

Weimer, M. (Ed.) (n.d.). Keys to designing effective writing and research assignments. In Faculty Focus: Special Report . From http://uogcde.files.wordpress.com/2011/08/report-keys-to designing-effective-writing.pdf

Jill Newby, [email protected]

Nicole Pagowsky, [email protected]