Introduction to Library Research 1A ( Official )
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SECTION A – Course Information

1. Course ID:

LIBR     1A

Student Learning Outcomes

2. Course Title:

Introduction to Library Research

3. Division:

Library and Learning Resources Division

4. Department:

Library Department

5. Subject:

Library and Instructional Media

6. Short Course Title:

Intro Library Research

7. Proposed Effective Term:

201710 - Summer 2017

SECTION B – Official Course Information

1. Recommended Class Size:

a. Maximum Class Size:

  30

b. Class Size Approval Date:

  

 

2. Method of Instruction:

 Lecture

 Work Experience, Occupational

 Laboratory

 Open Entry/Exit

 Lecture and Laboratory

 

 Independent Studies

 Distance Learning

 

 

3. Contact Hours for a Term:

 

Low

High

Lecture(total)    

Scheduled:

         18.00 To

  

To be arranged:

                  To

  

Lab(total)      

Scheduled:

 

                  To

  

Lab/Lecture Parity?    Yes  No

Does this course have lab parity?

If not, are you going to  apply for lab parity?                          Yes  No

To be arranged:

                  To

  

Activity(total)    

Scheduled:

                  To

  

To be arranged:

                  To

  

     

Clinical:

   To

  

Total Hours:    

Scheduled:

              18 To

  

To be arranged:

                  To

  

 

 

4. Credit Units:

  1.00 To

  

5. Taxonomy of Programs (TOPS) Information:

a. TOPS Code and Course Program Title:

160100 - Library Science, General

     b.  Course Control Number:    

 

6. SAM Priority Code: [Select One]

A.

Apprenticeship

Courses offered to apprentices only.

B.

Advanced Occupational

Courses taken in the advanced stages of an occupational program. Each “B” level course must have a “C” level prerequisite in the same program area.

C.

Clearly Occupational

Courses taken in the middle stages of an occupational program. Should provide the student with entry-level job skills.

D.

Possibly Occupational

Courses taken in the beginning stages of an occupational program.

E.

Non-Occupational

 

 

7. Please place this course into the appropriate discipline by selecting from the drop down list. The discipline placement indicates what preparation is needed to teach the course. Discipline faculty may place their courses into more than one discipline as appropriate:

Library Science

8. General Course Information

a. Course Credit Status:

D Credit – Degree Applicable

b. State Transfer Code:

A Transferable, UC/CSU/Private

c. State Classification Code:

A Liberal Arts/Sciences Degrees

d. Basic Skills Status/Level:

N Not a Basic Skills Course

e. Sports/Physical Education Course:

Yes

f. Grading Method:

Letter Grade Only

g. Number of repeats allowed:

Non-repeatable Credit - equates to 0 repeats

h. Please provide cross listed course if applicable:

  

 

9. Course Preparation

a.   Prerequisite


b.   Co requisite


c.   Advisories

Eligibility for ENGL 68

d.   None

              

10. Course Special Designators:



11. Course Program Status:


 Program Applicable

 Stand-alone

 12. Funding Agency Category:

       Not Applicable

       Primarily developed using economic development funds

       Partially developed using economic development funds

 

 

SECTION C – For new transfer requests only, please complete the Transfer Status (CSU) Supplemental Form before submitting course for approval.

 CSU Transferable              CSU Approval Date:                     (mmddyyyy)                 

 Applying for CSU Transfer Status

 UC Transferable                 UC Approval Date:                      (mmddyyyy)                 

 Applying for UC Transfer Status

 

SECTION D - General Education Request

Mt. San Antonio College and CSU General Education course approvals are submitted to the Educational Design Committee and GE Subcommittee for approval.

1.  The Articulation Officer submits the course directly to the CSU Chancellor for approval.

2.  Upon receiving CSU approval, the course will be placed in the CSU approved area for the Mt. SAC Associate Degree GE.

 Yes

 No

Requesting approval for inclusion on Mt. SAC and CSU General Education List?

1. Mt SAC General Education Applicability:

    GE Approval Date :                   (mmddyyyy)


2. CSU General Education Applicability (Requires CSU approval):

    CSU Approval Date:                   (mmddyyyy)


3. IGETC Applicability (Requires CSU/UC approval):

    IGETC Approval Date:                   (mmddyyyy)


 

 

SECTION E - Course Content

1. Course Descriptions

a. Catalog Description:

Introduction to academic research, with finding, evaluating, and citing sources. Includes research topic development, search techniques, criteria to evaluate information, and ethical use of sources. This class is recommended for students who have not taken LIBR 1.

b. Class Schedule Description:

 Yes

 No

Is a course description to be printed in the Class Schedule?

Introduction to academic research, finding, evaluating, and citing sources. Recommended for students who have not taken LIBR 1.

2. Course Outline Information

a. Lecture Topical Outline:

- Types of information sources
- Evaluation and selection of sources of information
- Reference sources
- Research question or research statement development
- Library catalogs
- Periodical databases
- Research strategies to construct effective search queries
- Academic integrity and source documentation
- Final exam

b. Lab Topical Outline:


3. Course Measurable Objectives:

Provide a minimum of five (5) course measurable objectives:

1. Articulate information needs as research statements or questions.
2. Identify and select research tools and sources appropriate for accessing needed information.
3. Formulate and refine research strategies by applying effective search techniques.
4. Evaluate and select sources based on reliability and relevance.
5. Compose citations for a variety of types of sources following a documentation style guide.

4. Course Methods of Evaluation:

Category 1. Substantial written assignments for this course include:

125 to 150-word written evaluations for each of five sources, in which students will apply at least two evaluative criteria discussed in the course


300 to 400-word written analysis of search strategies, where students analyze two of their own searches or searches provided by the instructor, identify ineffective techniques, propose solutions and explain why their solution is more effective

Three to four-page written essay to discuss source reliability, search strategies, or research tools (e.g., compare Google with proprietary databases)

If the course is degree applicable, substantial written assignments in this course are inappropriate because:


Category 2. Computational or non-computational problem solving demonstrations:

Formulation of 2-3 search queries that narrow search results

Formulation of 2-3 search queries that broaden search results

Development of 2-3 research questions or statements appropriate for college level research assignments

Composition of 10-15 citations for a variety of sources following a standardized citation style

Category 3. Skills Demonstrations:

Not applicable

Category 4. Objective Examinations:

Multiple choice, completion, matching items, short answer, and true or false questions on course terminology, search techniques, research tools, evaluation of sources, and other concepts covered in the course

5. Sample Assignments:

Provide a minimum of three (3) sample assignments:

1. Write an evaluative annotated bibliography of at least 5 sources. Include the research statement or thesis that you are using for your research project. For each source, write a Modern Language Association (MLA) citation and one annotation justifying why you selected this source. In the annotation, state how the source is relevant to your research statement, and argue why the source is reliable using at least two other evaluation criteria.

2. Read and respond to “Is Google Making Us Stupid?” by Nicholas Carr. Do you agree or disagree with the question at issue: Is Google making us stupid? Take a position and support it with specific examples and details from the Carr piece, our textbook, and topics covered in class. This essay must be 2-4 pages and include citations for your sources.

3. Analyze this ineffective search. Identify the ineffective choices that the searcher is making. Write a critique of the search and propose solutions to the searcher’s problems, explaining why your solutions are more effective. Conduct a search using your proposed solutions and attach your most effective search with your critique.

 

6. Representative Text:

If the course is requested to be or is CSU transferable, provide at least one (1) representative text that has been published within the last five (5) years.  A representative text is optional for a non-transferable course.

a. Book 1:

This is the most recent edition of this text:

 Yes

 No

 


Author:

  Badke, William

Title:

  Research Strategies: Finding Your Way Through the Information Fog

Publisher:

  iUniverse

Date of Publication:

  2014

Edition:

  5th

b. Book 2:

This is the most recent edition of this text:

 Yes

 No

 


Author:

  

Title:

  MLA Handbook for Writers of Research Papers

Publisher:

  Modern Language Association of America

Date of Publication:

  2016

Edition:

  8th

c. Book 3:

This is the most recent edition of this text:

 Yes

 No

 


Author:

  Lanning, Scott

Title:

  Concise Guide to Information Literacy

Publisher:

  Libraries Unlimited

Date of Publication:

  2012

Edition: