WRIT 106: Research RE-CYCLE

WRIT 106: Research RE-CYCLE

Related Writing Assignment: In a written document, inform your readers about how one of the following skills is important for a career field that you are considering for yourself:

· Effective Written and Oral Communication

· Critical Thinking

· Ethical Reasoning

· Diversity Awareness

· Information Literacy

In your writing, describe the information clearly, drawing on interviews as well as written sources. You may choose to present your information in one of the following formats: wiki page, website, blog, brochure, memo (or other approved format).

Learning Outcome: Students will use a relevant article from a trade journal to identify keywords and research questions that can be used to acquire additional resources on a topic. Students will use background information in the article to develop interview questions for a professional practicing in that field.

Standards:

· Students will identify key concepts and terms that describe the information need (ACRL Standard 1)

· Students will identify keywords, synonyms and related terms for the information needed (ACRL Standard 2)

· Students will use background information found in library databases to craft interview questions to acquire primary information about the profession (ACRL Standard 2)

· Students should understand a writing assignment as a series of tasks, including finding, evaluating, analyzing and synthesizing appropriate primary and secondary sources (CWPA Outcomes for First-Year Composition)

· Students should locate, organize, and use research material collected from electronic sources, including scholarly databases; other official databases; and informal electronic networks and internet sources (CWPA Outcomes for First-Year Composition)

Materials needed:

· Classroom should be moved to accommodate group work

· Whiteboard, markers & eraser

· Computer with projection screen

· Access to internet & library databases

· Handouts: relevant article from a trade journal

· Timer

Time needed: 60 minute session

Activity Set Up (20 minutes)

· Introductions and overview of library

· Review outcomes of session – Tie to WRIT 106 objectives

· Overview of resources available in Blackboard and in library web site

· Demonstration of O*Net Online web site for career overviews

Activity Directions:

Exploring Research Resources (20 minutes)

1. Divide the class into groups of 4 – 6 students. Each group will explore a different section of the article.

2. Groups will have 5 – 7 minutes to read the article. Students will make a list or highlight relevant keywords found in the article, then brainstorm as a group to determine related keywords and synonyms. The group will be given a three minute warning. At that time, the group should work together to generate interview questions based on the section of the article they were assigned.

ASSESSMENT: Each group will report their results to the class. Groups will list possible keywords that can be used to find related resources. Next, students will list 2 – 3 of the best interview questions developed by the group. The librarian will record results on a whiteboard.

Using Sources to Get More (20 minutes)

3. The librarian will demonstrate recommended library resources. Using keywords and research questions generated by students, the class will devise a search strategy using the EBSCO databases while the librarian points out the databases’ features.

ASSESSMENT: After finding relevant articles in a database search, ask class to identify ways that students might be able to locate additional sources.

WRIT 106: Using the CRAAP Test to Evaluate Wikipedia Sources

Related Writing Assignment: Create an annotated bibliography for your research on an ethical controversy or debate.

Learning Outcome: Students will use the CRAAP Test to evaluate sources found in the references section of Wikipedia article based on currency, relevance, accuracy, authority and purpose.

Standards:

· Students will examine and compare information from sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias (ACRL Standard 3)

Materials needed:

· Classroom should be moved to accommodate group work

· Whiteboard, markers & eraser

· Computer with projection screen

· Access to internet

· Handout: CRAAP test from Meriam Library, California State University, Chico (http://www.csuchico.edu/lins/handouts/eval_websites.pdf)

· Timer

Time needed: 30 minute session

Activity Set Up (10 minutes)

· Introduction: Why Evaluate/ Using the right sources

· Overview of CRAAP Test (with examples)

· Discussion of Wikipedia

Activity Directions:

Evaluating Wikipedia (20 minutes)

1. As a class, find a Wikipedia article to use an example. The best articles for this exercise will be current and focus on a national or international issue or event. The librarian will show students how to locate the sources at the end of the Wikipedia article. The librarian will demonstrate how to use the carat at the beginning of each source to find the reference to that source within the Wikipedia article.

2. Divide the class into groups of 4 groups. Each group will explore one aspect of the CRAAP Test (Currency, Relevance, Accuracy, and Authority). Every group will examine the purpose of the source.

3. Groups will have 5 - 7 minutes to locate one source at the bottom of the Wikipedia article. Students will use the CRAAP test to evaluate that source and examine it in context to the Wikipedia article.

ASSESSMENT: Each group will report their results to the class. Groups will use a computer and screen to present the source that they chose to the class. Each group will use the CRAAP test to evaluate a source. The group will discuss how the source was used in the body of the Wikipedia article and identify how its use affected their evaluation. The librarian will record results on a whiteboard and make global connections to the research and evaluation process.

WRIT 106: Who, What, How, and Why: Annotating the Class Text Book

Related Writing Assignment: Create an annotated bibliography for your research on an ethical controversy or debate.

Learning Outcome: Students will use Who, What, How and Why questions to create an annotation of their text book or another text that they are familiar with.

Standards:

· Students will compare new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information (ACRL Standard 3)

· Students will evaluate information and sources used, communicating the process (ACRL Standard 3)

· Students will connect prior knowledge with new information to create an annotation for information used in a bibliography(ACRL Standard 4)

Materials needed:

· Classroom should be moved to accommodate group work

· Whiteboard, markers & eraser

· Computer with projection screen

· Access to internet

· PowerPoint overview of how to create an annotated bibliography

· Timer

Time needed: 25 minute session

Activity Set Up (10 minutes)

· Introduction: What is an annotated bibliography?

· Discussion: Why do we create annotated bibliographies?

· Demonstration: Show examples of annotations. Point out the Who, What, How, and Why in each annotation.

Activity Directions:

Putting Together an Annotation (15 minutes)

1. Divide the class into groups of 4 groups. Each group will explore one aspect (Who, What, How, or Why) of the text book or other source.

2. Groups will have 5 minutes to create a bulleted list of points that could be used in an annotation of that text.

ASSESSMENT: Each group will report their results to the class. The librarian will record results on a whiteboard. After the last group reports, the class will vote for the most important details to include in the final annotation.

NOTE: This activity is a great way to stimulate discussion about the effectiveness, meaning or purpose of a text or to assess comprehension.