Overview
This section contains resources to teach students about the different elements of the research process, including defining a strong research topic, finding and determining which sources are relevant, using academic databases to access scholarly sources, and evaluating and citing the sources. Students should apply skills learned in this section to a research project of interest.
Objectives
Students should be able to:
- Use criteria to find a research topic and write a strong research question;
- Access and navigate library databases to find sources;
- Identify which types of sources to use;
- Analyze credibility of a source, and
- Cite sources effectively.
Introductory Reflection Questions
- Describe a time when you’ve conducted research in the past, either for academic or personal interest. What types of sites and sources did you go to, to find your information? How did you know if they were reliable?
- What was the last thing you read, watched, or listened to for information? What was the source of the information? Where did the information come from?
- What are some topics you are interested in researching?
- Why is it important to find credible sources?
Suggested Class Sequence(s)
Class sequences are connected topics with activities, worksheets, and readings which take two or more days of class to complete.
Scholarly Database Sequence: Opposing Viewpoints
This two-session sequence has students practice using the scholarly database, ‘Opposing Viewpoints,’ to read articles arguing for and against book banning. Then, students argue different perspectives through a debate, using counterclaims and rebuttals.
Writing a Strong Research Question
Paired with the Introduction to Research text. Students read about the purpose of research and how to write a good research question; they practice writing strong research and then apply the process to their own topic of interest.
Videos
Short videos help tap into multiple modes of learning and can provide a good introduction to or illustration of a topic. See suggested protocols for classroom viewing.
- Developing a Research Question (6:25)
Explains how to develop and narrow a topic by creating a good research question. Paired with Writing a Strong Research Question activity. - Picking Your Topic is Research (3:10)
Explains how to pick and adjust your topic as an integral part of the research process. Paired with Narrowing Your Research Question activity.
Readings
All readings should be paired with a structure or protocol, especially if any reading will be completed in class.
Structure or protocol for in-class readings
- Introduction to Research: Start with A Question
This text introduces research and discusses the elements of a strong research question versus a regular question, including examples. Use the Writing a Strong Research Question activity to practice ideas. - Information Literacy Chapter
Introduces how to verify sources and why it’s important in research and life, explains where to go to find print and online sources, includes embedded examples and activities. Read the abbreviated version of the text and use Choosing and Evaluating Sources activity. - Creating Citations
Chapter introduces the purpose and different forms of citations.
Activities
Activities include individual or group tasks that can be completed in less than one class period; some activities may be repeated in a sequence and are re-listed here for ease of access.
- Narrowing Your Research Question
This activity helps students formulate questions for research by practicing their own observations in order to encourage authentic inquiry. - Using Academic Databases for Research
An introduction to understanding when academic databases are more useful than a Google Search. Learning to locate resources that are relevant to an academic research assignment. See “Scholarly Database Sequence: Opposing Viewpoints” sequence to have students practice using an academic database. - Choosing and Evaluating Sources
This session will help students understand where information comes from, why information literacy is an important skill, and how to choose and evaluate sources for an assignment. Resource also found on “Academic Integrity, Citations, and AI” page. - Group Presentation: How do we Learn
Group presentation requires students to research and present on a topic about learning. Students are expected to use research skills to create an argument backed with evidence.
Resources
- NovelNY: Access to Gale Library Databases, i.e. Opposing Viewpoints Database, NYTimes articles; provides access to all New York State Residents
- Information Literacy Toolkit
Guttman Community College Library provides information literacy lessons including student-materials to provide disciplinary research skills, used with incoming students. - Choosing and Using Sources: A Guide to Academic Research
OER Accessible college textbook with built-in activities that discusses research questions, finding and evaluating different types of sources, and more. - C.A.R.D.I.O or CRAAP Test – Tools for evaluating resources
- Credible Sources Mini-Lesson
Walkthrough of using credible sources, and how to navigate newspapers and websites to find a source. - Citations Mini-Lesson
Uses questions and examples to demonstrate how and when to cite sources, including when to use direct quotes vs. paraphrasing in a paper. Resource also found on “Academic Integrity, Citations, and AI” page.
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