Research assignments provide opportunities to help students develop their critical thinking competencies and practice their information seeking skills.
Assignment instructions can provide the guidance students need to succeed in the assignment, and prevent anxiety, stress, and frustration by being explicit about what resources to use, how to search for them, and how and why to use them to complete the assignment.
The following sample assignments address information literacy concepts. These may be standalone activities, or may be incorporated as components in larger research projects.
* Students explore the impact of an article on a field by locating citing articles and writing about how those articles have used the original article.
* Students read and deconstruct an article as a class to become familiar with the anatomy, structure and purpose of scholarly articles.
Comparing Different Formats
* Students find two sources in different formats on the same topic and compare and contrast the information found in those sources. (ex. book reviews in newspapers and academic journals; health information for consumers and practitioners; academic articles from different disciplines).
* Students read and critically evaluate individual articles in depth and have a group discussion about the article.
* Students maintain a log of their research experiences, making note of search strategies, successes and challenges and reflecting on how the information they found affected the way they thought about their topic.
Science in the Media
* Students examine media portrayals of science and evaluate the nature and quality of evidence presented.
* Students find a popular media article that refers to a research study and have to find the original academic source based on clues in the media article.
* Students define a venue where a scholarly conversation is taking place (online forum, blog, online journal, etc.) and identify key scholars and key perspectives, issues, etc.
* Students complete a matrix to compare and contrast sources, gaining practice in making connections between authors and reading and integrating different formats and styles of writing.
* Students locate a "stub" and expand on it. Or, students find an article requiring clean up or verification and improve it by verifying information and adding citations.
Assess students on their IL skills and ensure they demonstrate evidence of these skills by incorporating them into your grading rubric.
Assign grades to process-related tasks, rather than just the final product of the research. This can help ensure students are conducting the process adequately.
This can be as easy as awarding marks for the quality and relevance of sources rather than simply for the type and number of sources, or awarding marks for evidence of decision-making, selectivity and strategic searching with regard to information gathering and selection.