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Research Basics Tutorials

Research Basics is a collection of six online, self-paced tutorials covering the beginning of the research process through finding resources.  It highlights keyword generation, types of resources, the information time line, research evaluation strategies, and library website navigation.  Each tutorial includes a concept check with time for reflection.  The tutorials enhance library instruction sessions and provide undergraduate, graduate, and distance education students with asynchronous instruction. 

The tutorials support the following ACRL Information Literacy Comptetency Standards for Higher Education and outcomes are listed below for each one.

Standard One: The information literate student determines the nature and extent of the information needed.

Standard Two: The information literate student accessess needed information effectively and efficiently.

Research Basics 101
  1. Choosing a Topic
    • The information literate student defines and articulates the need for information. (1.1)
      • Explores general information sources to increase familiarity with the topic (1.1.c)
      • Defines or modifies the information need to achieve a manageable focus (1.1.d)
      • Identifies key concepts and terms that describe the information need (1.1.e)

    • The information literate student identifies a variety of types and formats of potential sources for information. (1.2)
      • Knows how information is formally and informally produced, organized, and disseminated (1.2.a)
      • Recognizes that knowledge can be organized into disciplines that influence the way information is accessed (1.2.b)

    • The information literate student reevaluates the nature and extent of the information need. (1.4)
      • Reviews the initial information need to clarify, revise, or refine the question (1.4.a)

  2. Information Timecycle
    • The information literate student identifies a variety of types and formats of potential sources for information. (1.2)
      • Knows how information is formally and informally produced, organized, and disseminated (1.2.a)
      • Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) (1.2.d)

  3. Evaluating Resources
    • The information literate student identifies a variety of types and formats of potential sources for information. (1.2)
      • Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) (1.2.d)

  4. Finding Articles
    • The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. (2.1)
      • Investigates the scope, content, and organization of information retrieval systems (2.1.c)
      • Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system (2.1.d)

    • The information literate student constructs and implements effectively-designed search strategies. (2.2)
      • Identifies keywords, synonyms and related terms for the information needed (2.2.b)
      • Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books) (2.2.d)

    • The information literate student retrieves information online or in person using a variety of methods. (2.3)
      • Uses various search systems to retrieve information in a variety of formats (2.3.a)

  5. Finding Books
    • The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. (2.1)
      • Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system (2.1.d)
    • The information literate student constructs and implements effectively-designed search strategies. (2.2)
      • Identifies keywords, synonyms and related terms for the information needed (2.2.b)
      • Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books) (2.2.d)

    • The information literate student retrieves information online or in person using a variety of methods. (2.3)
      • Uses various search systems to retrieve information in a variety of formats (2.3.a)
      • Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration (2.3.b)


  6. Library Homepage
    • The information literate student defines and articulates the need for information. (1.1)
      • Explores general information sources to increase familiarity with the topic (1.1.c)

    • The information literate student identifies a variety of types and formats of potential sources for information. (1.2)
      • Knows how information is formally and informally produced, organized, and disseminated (1.2.a)

    • The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. (2.1)
      • Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system
        (2.1.d)
 

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