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. For many undergraduates this is the only formal introduction to scholarly secondary research that they will receive at Rutgers-Newark. Material learned in this session can be applied in other classes where research writing is required.
After this class, students will be able to:
How Information Literacy Classes Support English 102 Learning Goals
Learning Goals: At the successful completion of English Composition 102, students should be able
...to engage and analyze increasingly complex and ambiguous ideas and readings of various academic disciplines through close textual analysis;
Through the information literacy sessions for English 102, novice researchers access academic literature in a wide variety of fields.
to create and construct sustained, analytical, argumentative essays that intellectually synthesize complex ideas and draw on multiple sources for support;
Students learn about searching and discovery of multiple, scholarly sources.
to conduct, evaluate, and incorporate research in support of independent interpretations;
Students learn how to find and evaluate sources that are potentially useful for supporting their own arguments.
to attribute and cite words and ideas from primary and secondary sources...
Students learn how to generate accurate lists of works cited from database output.
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)
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