Don’t Recreate the Wheel: Integrate Existing Library Resources into Your Course to Enhance Your Research Assignments Donna Ziegenfuss, Ed.D. Associate Librarian Interim Head of Graduate & Undergraduate Services https://www.flickr.com/photos/75279887@N05/6886478111

During this session you will: Reflect on your own information seeking behaviors and/or those of your students Compile ideas, strategies, resources, and models for empowering learners to conduct research in the digital age Discuss assessment strategies for research projects and learned about AACU rubrics and library learning outcomes

How do you or your students begin research? Where do you believe your students begin their research? Where do they go to get information when researching? What do you think your students find most difficult during the research process?

Why is research difficult for students? The research states that the research process: Is a daunting and frustrating experience Is too difficult (information overload) and they just try to get through it as quickly as possible – see research as related to a particular course, not something they will do over and over again in the future Involves the use of overwhelming tools McClure & Purdy, Eds., 2013

Why is research difficult for students? (cont.) Student Expectations about Research: Students expect the library databases to work like Google Students have an unclear understanding of the recursive nature of the research process Students do not understand how electronic information is organized McClure & Purdy, Eds., 2013

4 Different Approaches to Research Writing (Nelson, 1994) Compiling information Approach just collecting and presenting information (75%) Premature Thesis Approach predetermined ideas – no discovery (10%) Linear Research Approach students access information once and write based on what they find (10%) Recursive Research Approach Includes prelim research, more than one visit to the library, production of a tentative viewpoint, then conducting research to refine the viewpoint (5%)

What the literature says about students’ needs for research/writing They need help with generating search keywords Understanding the limitations of databases Good criteria for source evaluation of disciplinary resources, not just generic resources Nurturing of their ‘scholarliness’ to become active participants in research Getting beyond basic digital skills, to useful academic skills To stop thinking of writing and research as two separate processes and the library as an add on

Information Behaviors / Process Researching Process Writing Process Information Behaviors / Process

To prepare students for 21st century research Why is it important to help developing scholars acquire digital skills for research? To prepare students for 21st century research Engage students in the ‘process’ of conducting research Improve information organizational skills Develop skills needed to collect, and understand data that can be transferable to other problems Improve analytical and snthesis skills

Why is it important to help developing scholars acquire digital skills for research? To prepare students for changing research models, strategies, and tools Adjust to new emerging research models Tools are continually changing and students need to understand how tools work so they can transfer skills They won’t have access to research tools they use in college; the process is the most important thing

Resources Are Available For You Support for your Students (library homepage) Chat, Email, Disciplinary Librarian Liaisons Outcomes for Writing and Information Literacy Links for How-to and Subject Guides to add to your Canvas course Online information literacy modules, library guide and Canvas Commons Resources to help design library assignments Rubrics for assessment Template worksheets and tip sheets to help your students work through the research process and communicate their research

Marriott Library Instruction Outcomes Engage in the research process and construct knowledge by: Defining a research topic/questions Articulating information needs and research purpose Implementing effective search strategies Developing an awareness of disciplinary signature pedagogies and research traditions Demonstrate effective information seeking skills for locating, selecting, retrieving and evaluating information by: Utilizing a variety of sources and tools both print and electronic Discerning between scholarly and non-scholarly sources; as well as primary and secondary resources Compiling, categorizing and managing citations during the information seeking process Employing ethical and legal standards when using sources and information Critically evaluating information sources and resources Synthesize and communicate information and sources in a variety of formats both written and oral by: Compiling and organizing information for presentation planning Using a variety of textual, visual and media for presentation Presenting information/research in an effective manner Exhibit dispositions of a researcher and confidence to apply research knowledge to new problems and situations by: Developing transferable skills for comfortably use technology to find and use information Demonstrating confidence and patience when doing research (problem solving attitude) Valuing the concepts of student directed learning and life long learning

ACRL Information Literacy Framework: Threshold Concepts ACRL Website for the Framework with Examples Authority Is Constructed and Contextual Information Creation as a Process Information Has Value Research as Inquiry Scholarship as Conversation Searching as Strategic Exploration Additional Resources University of Washington Library Guide ACRL Framework Toolbox

Writing Program Administration WPA Outcomes Statement for First-Year Composition Use electronic environments for drafting, reviewing, revising, editing, and sharing texts Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts Engage in the electronic research and composing processes common in their fields Disseminate texts in both print and electronic forms in their fields 

Framework for Success in Postsecondary Writing 8 Habits of Mind Curiosity Openness Engagement Creativity Persistence Responsibility Flexibility Metacognition Endorsed by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project.

Online Library Materials Main Subject Guide Search (find on library homepage) Contains guides by discipline Contains how-to guides on using software and tools (ex. Endnote) Contains guides for research process tasks (ex. creating an annotated bibliography) Online Library Modules A 4-module set of introductory modules Online Library Help Page you can link to Equella Resources for sharing (http://eq.utah.edu )

AACU Rubrics AACU VALUE Rubrics already created for a variety of general education competencies: Intellectual and Practical Skills Personal and Social Responsibility Integrative and Applied Learning Inquiry and analysis Critical thinking Creative thinking Written communication Oral communication Reading Quantitative literacy Information literacy Teamwork Problem solving Civic engagement—local and global Intercultural knowledge and competence Ethical reasoning Foundations and skills for lifelong learning Global learning Integrative learning

Resources for Designing Library Instruction

Final Recommendations Pedagogy first – then Technology Consider context and student motivation issues when designing any research/writing learning activity Integrate clear communicated expectations of learning activities Ensure learning activities are aligned with assessment and learning outcomes for the module and/or course