Not Discipline Specific

This Moodle-based course contains five, self-paced lessons and five graded quizzes that progress through the stages of the library research process. There are six, non-graded H5P practice/review activities.The files are linked below as the One Drive Zipped Course Files.To see the course as our guest:Go to http://moodle2.randolph.edu/ On the left side of the screen, select “Courses” Select "Student Resources"Select “Research 101” Select "Login as a guest" near the bottom of the screen Enter the Guest access "Password" (all lower case): rcclibrary Select "Submit"
Contributor: Donna Windish
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Not Discipline Specific
Type of Institution: Community or Junior College
License Assigned: CC Attribution License CC-BY
Developed for the University of Connecticut's "Research Now!" online curriculum. This worksheet is designed as a tool for students to assess their sources, and re-evaluate their research focus.
Contributor: Donovan Reinwald
Resource Type(s): Worksheet
Information Literacy Frame(s) Addressed: Information Creation as ProcessResearch as Inquiry
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
Developed for the University of Connecticut's "Research Now!" online curriculum. This worksheet is a tool for students to take notes about the sources they find. Based in Carol Kuhlthau's Information Search Process.
Contributor: Donovan Reinwald
Resource Type(s): Worksheet
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
Developed for the University of Connecticut's "Research Now!" online curriculum. This worksheet is designed as a tool to narrow a student's topic in order to write a refined research question.
Contributor: Donovan Reinwald
Resource Type(s): Worksheet
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
Developed for the University of Connecticut's "Research Now!" online curriculum. This activity is designed to provoke critical thinking about information sources throughout the research process. Students begin by recalling any prior knowledge of the subject, then consider what they would like to learn about it during their research. The activity then prompts them to consider how they will find information on their topic, and finally to describe what they have learned about it having completed their research.
Contributor: Donovan Reinwald
Resource Type(s): Activity
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
Developed for the University of Connecticut's "Research Now!" online curriculum. This worksheet is designed to work as a "Think, Pair, Share" exercise. Students begin by writing their research question, break their research question into concepts, come up with keywords, and brainstorm with a peer.
Contributor: Donovan Reinwald
Resource Type(s): Worksheet
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
This is a visual resource you can use to show students how to start research and the steps they should follow along the way.  This is applicable to all discplines.  If you have any questions, please feel free to email me at samkennedy@gmail.com
Contributor: Samantha Kennedy
Resource Type(s): Learning Object
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
Developed for the University of Connecticut's "Research Now!" online curriculum. This research log is designed as a general-level tool for any class with a research component, and to be modified for specific classes. 
Contributor: Donovan Reinwald
Resource Type(s): Worksheet
Discipline(s): Not Discipline Specific
Type of Institution: University
License Assigned: CC Attribution License CC-BY
This chart is the result of a partnership between campus Writing Coordinator,  First Year Seminar Coordinator, and myself (Information Literacy Coordinator) to create a customizable assignment structure for our first year seminar class. It offers a template for integrating information literacy into the course and links threshold concepts of writing composition to the Framework. Composition threshold concepts are those outlined by Kassner and Wardle (2015) Naming What We Know: Threshold Concepts of Writing Studies.
Contributor: Jennifer Hasse
Resource Type(s): Instruction Program Material
Information Literacy Frame(s) Addressed: Framework as a Whole
License Assigned: All Rights Reserved
Comme une fiche-synthèse à remettre à la fin d'un atelier sur l'évaluation des sources. Encore mieux : dans l'atelier, insérez volontairement une erreur et en début d'atelier demandez aux étudiants de la repérer. À la fin de l'atelier, remettez la seule fiche-synthèse plastifiée au participant qui l'a trouvé en premier, les autres participants ont la version papier simple.Peut servir à évaluer le document le plus faible parmi la bibliographie d'un travail, d'un mémoire, d'une thèse; ou dans le syllabus d'un professeur ; ou dans la bibliographie d'une source (article ou livre).Gamified summary for the evaluation of sources activity. A laminated copy could be used as award for the first student who discovers the mistake deliberately put in the learning activity; the other participants only get a paper copy of the sheet. Another use : in a list of bibliographic references, find the weakest one.
Contributor: Pascal Martinolli
Resource Type(s): Assessment MaterialWorksheet
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY

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