Choose a person relevant to the course. Students use a variety of source types (biographical dictionaries, magazines, newspapers, scholarly sources, books) and deliver a presentation or write a biography of the person.
Students are given an article and are asked to find sources that support or refute the article.
Investigate the "state of the art" on a particular topic by doing a literature review and summary of the most important research. (DuBois)
Find 2 literature reviews on a topic. Explain the purpose of literature reviews. Students analyze the two literature reviews, comparing their similarities and differences.
Students are given a literature review on a topic that is a few years old. Ask students to find sources published since the literature review was published and to update the literature review with new sources.
Determine the impact on the field of specific articles or books from the course readings. How many people have cited the work? Get the articles. Write a review of these articles explaining how the citing scholar used the original work. (DuBois)
Students keep a record of library research completed, including sources used, the searches and keywords tried, databases used, and reflect on challenges and successes through the research process.
Students work in small groups and examine a few sources on the same topic, and have students work together to come up with indicators of quality. Students consider how their sources demonstrate quality, when certain indicators matter and when they might not, and report their findings to the class.
Divide students into groups and assign a topic to each group. The students will identify at least three kinds of resources useful for research on the topic (books, newspaper articles, popular magazine articles, scholarly journal articles, popular (or scholarly) web pages, government documents, etc.) The groups will research and provide one example of each format they have identified. (Smith College Libraries)
Students start with an issue, debate, fact or definition discussed in the course textbook. They use citation chaining to find the first instance where an issue was first discussed. Students then trace the research forward to see how the research conversation developed over time until consensus was built among scholars.
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| Students identify the assumptions, thesis and research methods in a single paper.
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| Students compare 2 scholarly journal articles with different points of view on the same topic.
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| Students compare coverage of a controversial issue in several different types of sources (newspapers, magazines, academic journals, books, professional association website). Students determine what perspectives are present or absent, and assess sources for bias. |
| Option 1: Students are given one source with references and are asked to analyze how each source is used to support the author's argument. Option 2: Find a scholarly article on a chosen topic. Students will examine the references, locate a selection of the cited sources, and analyze how the scholars used their sources in the original work.
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| Option 1: Students compare 2 reviews of a major academic book from the time it was published to understand how new ideas may be supported or criticized within the scholarly community. Have students find modern articles that cite the reviewed source to see how current authors are building on the ideas of others. Option 2: Student compare 2 films/TV shows/streaming show and demonstrate how the media illustrates a particular theme (e.g. social issue). Students find sources both scholarly and popular to provide a context.
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| Students present their papers for 60-90 seconds using 1 slide to highlight their key ideas and findings |
| Students present their research in a poster. Have a poster walk, and have students fill out peer-evaluation forms.
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| Edit or create a Wikipedia entry on a topic related to the course. Review the history of the entry and who has already made edits. Or, create a course wiki, and have students create entries individually or in groups.
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| Students trace an important paper through citations. Students consider why authors may be cited, the importance of a scholar to be cited, and what it means to be cited. This assignment introduces students to how ideas disseminate and are refined through the scholarly conversation.
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| Students imagine they are creating a course pack and compile readings using specific criteria (scholarly, current, significance to the discipline). For each reading, they cite the article and provide an annotation explaining why they chose the particular reading and how it pertains to the course.
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| Select a topic, and provide students with literature that discuss the topic from 2 different time periods. Have students discuss how the treatment of the topic has changed over time.
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| Internet vs Databases: Search a selected topic using both the Internet and databases. Compare the differences in search strategy and results. Select sources from both the Internet and the databases and compare the depth, language, and other features of the sources as well as the usefulness for the topic.
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| Have students read a magazine or news article that discusses the findings of a peer-reviewed research articles. Have students compare the magazine's summary to the findings in the research article, and compare the sources for content, intended audience, format, etc.
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| Choose a scholar and explore biography, publications, conference presentations and other contributions to a field |
This chart is modified from Columbia College, Vancouver's Designing Research Assignments Libguide.
Other sources consulted:
Columbia College. “Designing Research Assignments.” Columbia College. 7 Jan. 2020, https://columbiacollege-ca.libguides.com/designing_assignments/assignment_ideas . Accessed 9 March 2021.
DuBois, Lori. "Creating Information Literacy Assignments." Williams College Libraries . 8 Aug. 2018, https://libguides.williams.edu/info-lit-assignments . Accessed 9 March 2021.
Smith College Libraries. "Information Literacy: Assignment Ideas." Smith College Libraries . Smith College. 2013. Web. 1 April 2015.
University of Maryland University College Library. "Information Literacy and Writing Assessment Project: Tutorial for Developing and Evaluating Assignments." UMUC Library . 2015. Web. 31 March 2015.
Kinds of Resources: Divide students into groups and assign a topic to each group. The students will identify at least three kinds of resources useful for research on the topic (books, newspaper articles, popular magazine articles, scholarly journal articles, popular (or scholarly) web pages, government documents, etc.) The groups will research and provide one example of each format they have identified. (Smith College Libraries)
Internet vs Databases: Search a selected topic using both the Internet and databases. Compare the differences in search strategy and results. Select sources from both the Interent and the databases and compare the depth, language, and other features of the sources as well as the usefullness for the topic.
Using References: Find a scholarly article on a chosen topic. Students will examine the references, locate a selection of the cited sources, and analyze how the scholars used their sources in the orginal work.
Conduct a Review of the Literature: Investigate the "state of the art" on a particular topic by doing a literature review and summary of the most important research. (DuBois)
Impact Evaluation: Determine the impact on the field of specific articles or books from the course readings. How many people have cited the work? Get the articles. Write a review of these articles explaining how the citing scholar used the original work. (DuBois)
Debate: Hold an in-class debate assigning pro and con research to the class. Students should prepare for the debate by gathering, reading, understanding and referencing sources to support their side of the issue. (UMUC Library)
Annotated Bibliography: Students will research a specific topic and collect sources to create an annotated bibliography for the subject. Specify whether all sources need to be peer-reviewed or if popular sources are acceptable. The student will then cited and annotate their choices including how the content was obtained, why the content is appropriate, and be able to support their choices. (Smith College Libraries)
DuBois, Lori. "Creating Information Literacy Assignments." Williams College Libraries . 27 June 2013. Web. 31 March 2015.
Smith College Libraries. "Information Literacy: Assignment Ideas." Smith College Libraries . Smith College. 2013. Web. 1 April 2015.
University of Maryland University College Library. "Information Literacy and Writing Assessment Project: Tutorial for Developing and Evaluating Assignments." UMUC Library . 2015. Web. 31 March 2015.
Welcome to the University of The Bahamas Libraries. We want to to achieve your highest level of success during your time as Mingos. Learning to use the resources provided to you by the University Libraries is essential to this success. This guide will introduce you to our resources and as well as other information related skills necessary for university and beyond. Please retrieve the accompanying written assignment from your instructor.
This will take you to the University Libraries' website. The links to our resources and services are on the right hand side of the page. The links to our online research resources are under the heading "Reference Tools".
For additional information about the Hilda Bowen Library, which specializes in nursing and allied health professions, click here .
The regular semester hours for the HCM Library are as follows:
Mondays: 8:00am - 9:00pm
Tuesday: 8:00am - 9:00pm
Wednesday: 8:00am - 9:00pm
Thursday: 8:00am - 9:00pm
Friday: 9:30am - 6:00pm
Saturday: 9:00am - 5:00pm
Sunday: 1:00pm - 5:00pm
The HCM Library is closed on public holidays and university holidays. The library has reduced opening hours durning the summer and between the Fall and Spring semesters.
COMMENTS
Study with Quizlet and memorize flashcards containing terms like 1, 2, 3 and more.
the law of the United States that protects the work of authors, artists, composers, and others from being used without permission
Study with Quizlet and memorize flashcards containing terms like Graphic Novel, Comic, How do graphic novels help students and more.
UNV-103 T2 Library Research Assignment - The GCU
The first step for conducting solid library research is to set concrete objectives. Also, the student must understand what the skill is that they are implementing in an assignment. For example, the student might be learning how to write citations in a bibliography or how to research databases. However, if the assignment makes assumptions that ...
Sample library assignment ideas from the University of Illinois at Urbana-Champaign. Interviews with Lafayette College faculty about using information literacy rich assignments within their courses. Sample, Mark. (July 2012). A better blogging assignment. Chronicle of Higher Education (followed by vigorous commentary). Truong, Kelly. (2012).
Library Research: A Step-By-Step Guide. Use this guide to learn more about the research process. Library Research: A Step-by-Step Guide; Step 1: Develop a Topic. ... As your instructor assigns you a research assignment, the first thing you will want to do is take note of all the elements related to the research process.
A guide listing library assignment instruction, tutorial, and resources for the First Year Programs classes: FP1, FP2, FP3, FP4, and FP8
Undergraduates learn best from assignments that provide concrete and specific guidance on research methods. Librarians can help you design assignments that will guide your students toward effective research, and this rubric is one tool we use to do that. ... Library engagement; Request a tailored assignment or session with a librarian. Toolkit ...
all answers here are correct. View the databases in the Virtual Library using the Alphabetical View. Then, fill in the name of the first database listed under the letter 'S'. Name of database:____________________. science. Within the Virtual Library, students may sort the databases using the following page views: Alphabetical, Subject, and Vendor.
Assignment Library. Assign targeted exercises to help students master writing and grammar skills. Leverage diagnostics and quizzes to assess your students' skills. Apply scaffolded writing and revising activities for a range of genres and purposes. Find activities that align to your standards and standardized tests.
Evaluating Assignments." UMUC Library. 2015. Web. 31 March 2015. Assignment/Activitiy Ideas. Know. Kinds of Resources: Divide students into groups and assign a topic to each group. The students will identify at least three kinds of resources useful for research on the topic (books, newspaper articles, popular magazine articles, scholarly ...
All students in the Google class will get an email with a link to sign up or log in to Quizlet accounts and join your Quizlet class. To share sets to Google Classroom and create assignments. Open a set. Select (share). Select Share on Google Classroom. Select a class to share the set with. Select Create an assignment. Select Go. Set a due date.
1. Home - Library Orientation Assignment - UB LibGuides at University of The Bahamas. Library Orientation Assignment: 1. Home. This purpose of this guide is to provide new students with an orientation to the University of The Bahamas Libraries. Please contact your instructor for the written assignment that accompanies this guide.
Study with Quizlet and memorize flashcards containing terms like Word-for-Word Plagiarism, Paraphrasing Plagiarism, Patchwork Writing and more.
Studying BUSI 105 The Business Experience at Liberty University? On Studocu you will find coursework, assignments and much more for BUSI 105 LU. Skip to main content. University; High School. Books; ... BUSI 105-007 Library Assignment. 3 pages. 2023/2024. None. 2023/2024 None. Save. The Elevator Pitch. 1 page. 2022/2023. None. 2022/2023 None ...
ENG100 - Russell / Spring 2023 Learn with flashcards, games, and more — for free.
The following table goes over the five steps to becoming an information-literate individual. Click on each term to familiarize yourself with the information. Then answer the questions that follow. Five Steps to Information Literacy Determine the assignment In this first step, you determine what the assignment requires of you.
a preference for or against something or someone. bibliography. a list of information sources about a certain subject. call number. a number used by libraries to show both the subject of the book and its location on the shelf. periodical. a journal, magazine, or any other publication produced at regularly recurring intervals. reference ...
SEJPME-US001-02 Flashcards
an international crisis in October 1962, the closest approach to nuclear war at any time between the U.S. and the USSR. Was the spy plane that flew over and photographed the Soviet ballistic Missile. Where the Soviets gambled to send the missiles to. The Cuban missile crisis. Just in a different term.
b. Small businesses are the reason America has a strong economy. The audience for President Reagan's Address at Moscow State University included young college students. This is important because one of the purposes of the speech was to. b. encourage new ideas, and young people are more likely to accept new ideas.
Read the excerpt from President Ronald Reagan's Address at Moscow State University. But progress is not foreordained. The key is freedom—freedom of thought, freedom of information, freedom of communication. The renowned scientist, scholar, and founding father of this university, Mikhail Lomonosov, knew that. "It is common knowledge," he said ...