Research as Inquiry
Context:
I am a 3rd year undergraduate lecturer (library science).
1. Research topic:
Why do students gravitate towards Google as an information source, over the
more reputable and credible library databases?
2. Learning outcomes
2.1 Students
should be able to search for a multitude of perspectives whilst gathering data.
2.2 Students
should be able to acknowledge that researchers gather data to answer questions,
to incorporate it with their existing knowledge base and to create new knowledge.
2.3 Students
should be able to show intellectual humility; that is to identify their own
limitations.
3. Learning activities
3.1 For
their major assignment, each student will create a Facebook account, whereby
they will post the question, “Why do students gravitate towards Google as an
information source over the more reputable and credible library databases?”
in
a scholarly manner.
·
This type of research will not only extend
to the academic community, but to the broader community at large. The use of
this type of research may focus on personal and societal needs. The study will
in all likelihood produce numerous answers, which in turn will generate many questions
as well. The study will also produce many views and perspectives about the
topic. They (students) must also comment on 5 or more posts that relates to the
topic.
3.2 For
their assignment, students (individual) must interview (one on one or focus
group) fellow students, with regards to the question “Why do students gravitate
towards Google as an information source over the more reputable and credible
library databases?”
·
Whilst in the process of doing the
interviews, the student will be the first to acknowledge that students
(researchers) gather data to answer questions. The information that they gather
will be added to their (students) existing knowledge base, thereby creating new
knowledge.
3.3 The
tutorial discussion is “Why do students gravitate towards Google as an information
source over the more reputable and credible library databases?” will be put
under the microscope.
·
The students, divided into four groups of
five, are encouraged in tutorials, to answer the question, armed with only the
experience and knowledge each of them possess. After which, they will answer
the same question by means of other information sources (via laptops and
tablets). The students will soon realise that during the tutorial discussion,
they do not have the necessary experience or knowledge the answer the question
in its entirety. They will have to resort to other information sources; social
media, e-journals, e-books, YouTube, etc. to garner more information, which
they then add to their existing knowledge base, creating new knowledge in the
process. During the exercise, students will identify that they have
limitations, which will allow them to express intellectual humility.
4. Correlation with knowledge practices.
4.1 The
students will be able to use a variety of methodologies (social media) to
answer the question. This would be based on the student’s information need, context
and type of survey.
4.2 The
student will analyse and interpret the information garnered by the interviews,
the student will be able to draw reasonable conclusions from the data.
4.3 The
student will be able to acknowledge the limitations of their own knowledge base.
I like how the activities are both practical and intuitive. Well Done!
ReplyDeleteOsman, A good attempt but please take note of the following:
ReplyDeletea) Learning outcome 2: The learning outcome focuses on Scholarship as a Conversation. "Students should be able to gather data to answer questions". Remember that a learning outcome starts with a "doing" word. How would students demonstrate that they "acknowledge"? Rather say that "Students should "gather" data. This is something that they would be able to do in class.
Activity 3.1: How would students be able to demonstrate that they are doing something on a scholarly manner?
Expand on this.
Activity 3.3 - good.
Nice activities! I like 3
ReplyDelete