"In this knowledge-orientated age, society consciously or subconsciously expects of the university graduate that he is either the possessor of knowledge or that he knows where he can find it" (Palmer, 1971).
Lynn Student Learning Outcomes that address this skill include:
SLO IL 200.1 Formulate a research question or thesis of appropriate depth and scope
SLO IL 300.1 Develop a research question requiring substantial outside research and use relevant and detailed information to answer the question
SLO IL 300.2 Use resources of various types effectively (popular v. scholarly, current v. historical, primary v secondary, date v. textual) as appropriate within a discipline
SLO IL 400.3 Obtain and properly utilize text, data, images, sound, and/or original research findings in a legal and ethical manner using discipline-specific style
ACRL Standards that address this skill include:
Standard #1 The information literate student determines the nature and extent of the information needed
Standard #2 The information literate student acquires needed information effectively and efficiently
Description: Before you get started searching, explore the answers to these questions. Adapted from the Information Producer Model by Fenno-Smith.
Duration: 10 minutes
Description: Create an annotated bibliography designed to actively engage students in the scholarly conversation between sources.
Duration: 20-30 minutes
Description: Identify the "source" of each item in the list. Is it a book, website, academic journal, or some other kind of source? Then find the part of the Lynn Library APA page that should be used to cite this source type. Discuss the ways that recognizing the type of source will help with assignments.
Duration: 10 minutes
Description: An activity to learn to write out keywords for a library search and then how to use them in a basic and advanced search.
Duration:5-10 minutes, plus time to search
Description: Compare Google Scholar, a Library Database, and an AI tool to learn: how to search in each one, what kinds of sources they find, and which one is appropriate for an information need. Created by Megan Fitzgibbons, Concordia University Library.
Duration:~ 45 minutes
Description: From your annotated bibliography, identify and summarize key background information in a bulleted list of statements (with in-text references!). Each statement should have at least 2 different sources supporting it. Your hypothesis or thesis should follow from this information. Created by Alanna Lecher.
Duration:~ 45 minutes
Description: This is a modified version of a KWL Table. Students can use this to track their knowledge as they research a topic. The first column helps put emphasis on student’s existing skills, the second on evidence (articles, facts), and the third on future research they identify.
Duration: Flexible, 10 minutes to 1 hour (fill in at the end of research or while conducting research)
