University 101 Programs

Research Like a Scholar

Presentation Abstract
The “Research Like a Scholar” presentation is designed by librarians to introduce UNIV 101 students to the Thomas Cooper Library and its resources through engaging activities and hands-on learning. Topics will largely focus on the difference between source types and how different source types are used for differing information needs, especially as it pertains to writing papers. Students will also learn about peer review and why instructors often require scholarly articles in their papers.

University 101 Learning Outcomes

I a) Adapt and apply appropriate academic strategies to their courses and learning experiences.

The presentation will teach students how to utilize research strategies for a variety of applications in their coursework.

Presentation Learning Outcomes
As a result of this presentation, students will be able to: -Identify service points in order to know where to get assistance.
-Differentiate between popular and scholarly sources of information, and be able to articulate those differences.

Presentation Outline
Note: The library sessions do not allow for in-class searching time for class projects. Introduction of instructor to the class, Q&A session about library resources, follow-up questions from students.

The first part of the presentation has students participate in a Kahoot quiz aimed at making students aware of all of the library’s departments and services, as well as those non-library units housed in the library (for example, SSC).
The Source Deck Activity:

Students are divided into pairs and given 6 cards with information source types on them.

All of the card sources revolve around a central topic (for example, Fall 2016’s topic was self-driving cars)

The first activity involves the students trying to find the information sources in full text using the classroom computers.
Some of the sources won’t be available in full text except through the library’s website. This leads into a discussion about paywalls and subscriber content.

The second activity has the students read/scan as much of the text of the 5 or 6 six sources that they can within the allotted time to try and gain a cursory understanding of what each source is about.

Then there is a discussion of difference between popular and scholarly sources: audience, language, intent.

The students complete a worksheet that, in two parts, asks them to describe each of the 6 sources and also presents them with a hypothetical scenario that deals with evaluating the sources for their usefulness in a given context.
Then there is an active discussion where students are called on to share the answers from their worksheets.

Presentation Length
50 minutes; 75 minutes;

Presenter Training
Instruction orientations are offered by Timothy Simmons for all GAs and other librarians who do not normally teach bibliographic instruction.