Introduction to Library Research 1A ( Archived )
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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:

Library Research

7. Proposed Effective Term:

201210 - Summer 2012

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:


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:

Research strategies for academic research and critical thinking. Topics include search strategies, citation of sources, and use and evaluation of library resources.

b. Class Schedule Description:

 Yes

 No

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

Research strategies for academic research and critical thinking.

2. Course Outline Information

a. Lecture Topical Outline:

- Criteria to evaluate sources of information
- Evaluation and selection of sources of information
- Reference sources
- Research question or research statement development
- Library catalogs
- Book evaluation and selection
- Periodical databases
- Periodical article evaluation and selection
- Search techniques that narrow or refine search results
- Search techniques that broaden search results
- Controlled vocabularies to increase search result precision
- Research strategies to construct effective search queries
- Research strategies to develop plans and timelines for research projects
- 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. (ACRL Standard 1.1)
2. Identify and select research tools and sources appropriate for accessing needed information. (ACRL Standard 2)
3. Formulate and refine research strategies by applying effective search techniques. (ACRL Standards 2 and 4)
4. Evaluate and select sources based on reliability and relevance. (ACRL Standard 3)
5. Compose citations for a variety of types of sources following a documentation style guide. (ACRL Standard 5.3)

4. Course Methods of Evaluation:

Category 1. Substantial written assignments for this course include:

Written evaluation of five sources. For each source, students will apply at least two evaluative criteria discussed in the course. Length: Approximately 2-3 pages total, or one well-constructed paragraph (125-150 words) per source.

Written research plan requiring students to develop a research statement or question, a timeline to complete the research project, and identify which research tools and strategies will be used to find different types of sources. Length: 2 pages.

Written analysis of search strategies. Students will 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. Length: 300-400 words.

Written essay requiring students to discuss source reliability, search strategies, or research tools (e.g., compare Google with proprietary databases). Length: 3-4 pages.

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 3-5 research questions or statements appropriate for college level research assignments.

Composition of 20-30 citations for a variety of sources following a standardized citation style. This number of citations could be covered over a series of assessment measures throughout the semester.

Identification of the controlled vocabulary for concepts related to student research topics or topics provided by the instructor.

Category 3. Skills Demonstrations:

NA

Category 4. Objective Examinations:

Multiple choice, completion, matching items, short answer, and true/false questions will assess student understanding of 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. Evaluative Annotated Bibliography and Research Process Description
Write the research statement or thesis that you are using for your research project.

Find five outside relevant and reliable sources. At least four of the five sources must be accessed through the Mt. SAC Library’s research tools (online or print).

For each of the five sources: 1) Write an MLA citation. 2) Write one annotation justifying why you selected this source. In each annotation, state how the source is relevant to your research statement, and argue why the source is reliable using at least two criteria from our “Evaluating Sources” handout. The annotation must be one well-constructed paragraph of about 125-150 words. 3) Write one well-constructed paragraph describing how you found the source (125-150 words).

2. Essay
Read “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 Research Strategies textbook, and from what we covered in class. This essay must be 3-4 pages. Follow MLA formatting guidelines (1 inch margins, double-spaced, 12-point font) and include citations for your sources.

3. Practice Constructing Search Queries and Controlled Vocabulary
Use WilsonWeb OmniFile Mega to construct search queries for the following scenarios. For each scenario:
a. identify the main concepts in the research scenario
b. use the database thesaurus to identify the controlled vocabulary for each of the main concepts
c. formulate search queries using controlled vocabulary and at least one additional search technique
d. write your “best” search query and explain how the search techniques that you employed resulted in relevant search results

4. Analysis of Search Strategies and Problem Solving
Below are two ineffective searches. Step 1: Identify the ineffective choices that the searcher is making and write a critique. (Next to each scenario, you will see a note indicating how many bad choices to identify.)
Step 2: Propose solutions to the searcher’s problems and explain why your solutions are more effective.
Step 3: For each scenario, conduct a search using your proposed solutions. Print out your most effective search and attach it to this assignment.

 

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:

  2011

Edition:

  4th

b. Book 2:

This is the most recent edition of this text:

 Yes

 No

 


Author:

  

Title:

  MLA Handbook for Writers of Research Papers

Publisher:

  MLA

Date of Publication:

  2009

Edition:

  7th

c. Book 3:

This is the most recent edition of this text:

 Yes

 No

 


Author:

  

Title:

  

Publisher:

  

Date of Publication:

  

Edition: