Welcome to the library guide for Dr. Eurih Lee's English 102 course using Mohsin Hamid's, The Reluctant Fundamentalist. If you need further research help, please don't hesitate to contat me using the email provided in the guide box at the far right side of the screen. Som search terms you may find useful for searching the library's databases for journal articles include:
September 11 terrorist attacks, 2001 Identity (psychology) Immigration
9/11 Perceptions Racism
Terrorism Cultural differences Racial profiling
Muslims Islam Religious Fundamentalism
Group identity Social identity
Five fast modules on finding, evaluating, and using information. You may look at them individually or all together.
Introduction to approaching a paper topic and using some of the basic services provided by the Rutgers University Libraries. Includes videos and exercises to build your research awareness. More videos at http://libguides.rutgers.edu/videos.
Course Mission Statement
In the transition from high school/general reading and writing to scholarly/academic reading and writing, undergraduate students require a basic knowledge of scholarly sources for secondary research. The library sessions in English 102 provide you with an introduction to the resources of the Rutgers University Libraries as well as to methods of searching, evaluation of information sources, and MLA citation style. For many undergraduates this is the only formal introduction to scholarly library research you will receive at Rutgers-Newark, and you can use what you learn here in many of your other classes as well.
After this class, you will be able to:
Missions and Standards Addressed
1. Support of University mission:
2. Support of Campus mission:
3. Association of College and Research Libraries. ACRL Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframework)
Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods.
Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.
4. Middle States Commission on Higher Education. Characteristics of Excellence in Higher Education: Requirements of Affiliation and Standards for Accreditation, [Online Version updated March 2009 at http://www.msche.org/publications/CHX06_Aug08REVMarch09.pdf ](p.42).
The document states that "information literacy is an essential component of any educational program at the graduate or undergraduate levels." Applicable skills on the Middle States list include the ability to:
5. Information Literacy Progression Standards (VALE-NJLA)
Ka-Neng Au: Business, Computer Science, Economics, Global Affairs. Email: email@example.com
Natalie Borisovets: American Studies, Criminal Justice, Urban Education, History, Humanities, Latin American Studies, Newark, Political Science, Social Work, Spanish and Portuguese, Women's Studies. Email: firstname.lastname@example.org
Bonnie Fong: Chemistry, Earth & Environmental Sciences, Mathematics, Physics. Email: email@example.com
Wen-Hua Ren (任文华): Government Documents, Business. Email: firstname.lastname@example.org
Roberta Tipton: Business, Public Administration, Information Literacy, English, Economics, Writing Program. Email: email@example.com
Minglu Wang (王明璐): Data Services, Sociology and Anthropology. Email: firstname.lastname@example.org
Ann Watkins: Biological Sciences, Music, Neuroscience, Nursing, Psychology. Email: email@example.com
Krista White: Art, Philosophy, Religion, Theater. Email: firstname.lastname@example.org