1. 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

2. 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

3. 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?

5. 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

6. 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

7. 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%)

8. 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

9. Information Behaviors / Process
Researching
Process
Writing
Process
Information Behaviors / Process

10. 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

11. 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

12. Resources Are Available For You
Support for your Students (library homepage)
Chat, , 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

13. 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

14. 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

15. 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 

16. 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.

17. 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 ( )

18. 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

19. Resources for Designing Library Instruction

20. 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