EN111 | General Literary Studies in Literary Studies - Herzing university
- OR All documents retrieved will have the word research AND the word skills.
Most databases use Boolean linking words. So, if you entered in the search research skills without an AND connector, you would only be searching for the exact phrase research skills. You would not get occurrences such as skills in research or research and writing skills. Some databases have the option to use Boolean or not. Check out the “Advanced” search function or the Help and Search Tips links in the database. EN111 Information Literacy Unit 5 Assessment The Annotated Bibliography
Instructions
Create: Annotated Bibliography Evaluation Title: The Annotated Bibliography By now you have established a topic, formulated research questions, crafted a thesis statement, and identified possible search terms and useful databases for your research. Now you will be putting all those parts of the process together as you create an annotated bibliography of sources related to your topic. An annotated bibliography provides a list of references in APA style along with a summary of key points in each article related to your focus on the topic. Creating an annotated bibliography is excellent preparation for writing a research paper. Once a student has completed one, they have a much better understanding of the different ideas, viewpoints, and policies that are involved with their topic. This helps the student write the essay with authority and confidence.
For the annotated bibliography:
Locate 6 sources that are related to your topic, then create an APA reference for each one. Under each reference entry, write a short annotation that summarizes the source, includes information regarding its credibility, and shares how it relates to your topic. You will do this for all 6 sources. Provide a title page in APA format Review the sample below for guidance with specific formatting expectations, as well as models of annotations. Notice that this sample annotated bibliography starts with a correctly formatted title page. Sample Annotated Bibliography download[pdf] Your assignment submission should be a Word document that fully adheres to the instructions listed above. Be sure to proofread your assignment. This assignment is worth a possible 90 points. EN111 Information Literacy Unit 6 Assessment Integrating Sources
Instructions
Develop: Integrating Sources Smoothly Evaluation Title: Integrating Sources This assignment develops your ability to smoothly and correctly integrate sources into your own written work in APA style. After reading the original source material, you will read five samples that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, indicate Acceptable. If not, indicate Unacceptable and then write a version that correctly integrates the source. The final prompt, number 6, provides a section of the text that you will paraphrase. Your assignment submission should be a Word document that fully adheres to the instructions listed above.
Assignment Purpose:
This assignment provides you with an opportunity to develop your ability to smoothly and correctly integrate sources into your own written work in APA style. It is worth a possible 70 points.
Assignment Description:
Read the original source below. Then read samples 1-5 that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, select Acceptable. If not, select Unacceptableand then write a version that correctly integrates the source.The final prompt, number 6, provides a section of the text that you will paraphrase.
Original source:
One of the important factors that allows for information literacy to develop in community colleges is the philosophical commitment to teaching and learning. Faculty members spend little time on scholarly research, allowing them more time for interacting with students and for collaboration and professional development. A recent survey by the Higher Education Research Institute at the University of California at Los Angeles found that 64 percent of fulltime community college faculty members spend thirteen or more hours each week actually teaching. About half of the surveyed faculty spend another five to twelve hours preparing to teach, grading, and reading student papers. Fewer than 12 percent spend five or more hours per week on research or scholarly writing. The same survey indicated that 85 percent of the participating community college faculty agreed "strongly" or "somewhat" that faculty at their institutions are interested in students' personal problems and that 83 percent agreed "strongly" or "somewhat" that faculty members are interested in the academic problems of undergraduates. The learning college principles and the emphasis on learning are a natural fit with informationliteracy, particularly given information literacy's solidification in the ten years since the Branch and Gilchrist article was published. Association of College and Research Libraries’ (ACRL) InformationLiteracy Competency Standards for Higher Education came four years after the article. For example, accrediting agencies, professional organizations, and state departments of education recognize information literacy as a necessary part of higher education. This mandate from outside the library has been an important tool in developing new and expanding existing information literacyinstruction programs. The outside forces encourage acceptance internally and create opportunities to incorporate information literacy in the curriculum in new ways. Warren, L. A. (2006). Information literacy in community colleges focused on learning. Reference & User Services Quarterly, 45(4), 297-303.