Research and Inquiry Assignments ask students to find and use information beyond that assigned in a course to:
Some first year students may be accustomed to a high school research process that asks them to:
As they adjust to college-level research, it is helpful to be as explicit as possible with your expectations. Ask:
Hint: The Framework for Information Literacy is a description of assumptions about college-level research and the scholarly research process.
Learning bottlenecks are, "Those places where students tend to get stuck, unable to perform specific tasks or move forward in their learning."
As you scaffold your research assignments and build them into smaller chunks, consider structuring your scaffold around common bottlenecks. Including a process reflection paper in the scaffold can help you identify bottlenecks for future versions of the assignment.
As an experienced researcher in your field, you have developed a deep and intuitive understanding of your own research process and the threshold concepts for research in your discipline. This deep understanding can make it hard to see where novices coming to a new topic benefit from explicit instruction.
It may seem counterintuitive to suggest reflecting on disciplinary expectations in the context of the often-interdisciplinary first year seminar. However, sometimes faculty working in an interdisciplinary context end up having expectations for student work that are rooted in their discipline but not stated explicitly to the students. The more you think critically about those expectations and clearly communicate them to students, the better able the students will be to complete assignments successfully.
Your First Year Library Advisor will be able to: