This sequence has been constructed as two linked sessions to help students achieve the following learning objectives:
1. Students will learn about choosing good topics to research.
2. Students will learn about tools and strategies to break down topics in to manageable subtopics which can lead to the formulation of research questions.
3. Students will learn how to move from a research question to search terms.
4. Students will be introduced to the ENG 102 research guide.
5. Students will learn about reference and introductory information databases such as GVRL, CQ Researcher, etc. as well as the general database, ProQuest Central.
6. Students will learn to use some of the basic features of Saints search.
The first session should take a 50-minute class period, while the second session has been designed to be quite short (15-20 minutes) to allow for students to begin searching on their own for sources. The sequence consists of learning materials, two short pre-quizzes, and a post-quiz, which we recommend be made a low-stakes assignment (a participation grade, for example). The learning materials will consist of worksheets and handouts, video clips, and short explanatory passages. The purpose of the quizzes is two-fold: 1) students tend to take even low-stakes assignments more seriously than optional activities and 2) to help assess the effectiveness of the library instruction itself. The sequence is couched in the metaphor of a kind of medieval-times role-playing game (see below).
The link for the materials is: https://stmartin.libguides.com/ResearchQuest
Big Questions: How can I break general topics in to manageable subtopics? Why should I form a research question? How can a research question help me with information searching?
The learning objectives for this session will be:
1. Students will learn about choosing good topics to research.
2. Students will learn about tools and strategies to break down topics in to manageable subtopics which can lead to the formulation of research questions.
3. Students will learn how to move from a research question to search terms.
The flipped learning components will include:
Active learning activities in the face-to-face session will include:
Big Questions: How can the ENG 102 research guide help me conduct research? How do I use important tools in Saints search as well as other databases?
The learning objectives for this session will be:
1. Students will be introduced to the ENG 102 research guide.
2. Students will learn to use some of the advanced features of Saints search.
3. Students will learn about reference/introductory information databases such as GVRL, CQ Researcher, etc. as well as the general database, ProQuest Central
The flipped learning components will include:
Active learning activities in the face-to-face session will include:
The sequence has been designed according to two contemporary pedagogical models that seek to address learning styles of Millennial students, though non-traditional students should also be able to gain from the materials. The two models are flipped instruction and gamification.
Flipped instruction refers to instructive pieces made available to students to interact with before a class session so that the face-to-face time can be more focused on application, active learning activities, and coaching rather than direct instruction. This content will be delivered via a specially constructed research guide. Flipped instruction engages several needs of Millenial learners: interactivity and experiential learning.11, 12-25.
Gamification is actually an ancient concept. The game of chess, for example, was devised to teach military tactics and strategic thinking. Karl M. Kapp gives a functional definition of the concept: “Gamification (of learning or instruction) is the delivery of content—for a purpose other than pure entertainment—using game-based thinking and mechanics.”[1] In a short whitepaper on gamification and Millennial training, Allen Communication—a corporate training firm—observes that including “game-like features organically introduces motivation into more traditional types of learning scenarios.”[1] The Research Quest sequence uses several game design elements, including narrative, levels, badges, and teams. The learning materials are couched in a tongue-in-cheek RPG-like narrative in which the “hideous dragon Ignouraemus has flown in from the Wastelands of the North and is attacking towns and villages all around the countryside, stealing people's knowledge.” The instruction is broken into “bite sized” chunks[2] that include a brief narrative portion, followed by a brief explanation about how the story chunk corresponds with research behaviors and strategy, which is followed by short video clips, most of which are embedded from ProQuest Research Companion. The “steps” of the game appear on worksheets that students will be expected to download and/or print. The sequence incorporates levels and badges in that students will start with the rank of page; after session 1, they will become squires; after session 2, they will become advanced squires; and upon successful completion of the post-quiz, they will become knights and can slay the dragon (via a simple flash game). Teams will be used in the face-to-face sessions in which students will co-operatively complete tasks like brainstorming subtopics, forming provisional research questions, completing database activities, etc.
[1] Allen Communication Learning Services. “Whitepapers on Millennial Training.” AllenComm, http://www.allencomm.com/blog/2013/05/whitepapers-millennial-training. Accessed 11 January 2017.
[1] Allen Communication Learning Services. “Adding Gamificatin to Millennial Training.” AllenComm, http://www.allencomm.com/blog/2013/05/millennial-gamification. Accessed 11 January 2017.
[2] Cited in Kim, Bohyun. "Gamification." Library Technology Reports 51.2 (2015): 10-0_3. Web. P. 15; emphasis added.
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