Information Literacy Faculty Fellows: Final Project Submission Form

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# Created User IP address Title of Project Your Name Email Address School or College Other School or College Cameron School of Business Academic Department College of Health and Human Services Academic Department College of Humanities, Social Sciences, and the Arts College of Science and Engineering Academic Department Watson College of Education Academic Department Other Academic Department Please describe your project Please choose at least one audience Other Audience Please choose at least one project category Other Project Category Please choose at least one Frame that your project incorporates File Upload What does the "U" in UNCW stand for? Submission date Operations
58 Fri, 07/21/2023 - 08:47 fredrikssonm 10.42.18.79 Information Literacy Changes to Course Syllabus for FST 375 Shanker, Priyadarshini shankerp@uncw.edu College of Humanities, Social Sciences, and the Arts Film Studies This project aims to update a previous syllabus, FST 380: Introduction to Bollywood Cinema, taught as an online synchronous course (OLSYN) in Spring 2021. The updated syllabus is for a proposed Summer I course, FST 375: Studies in Global Film History – Bollywood, to be taught online synchronously in Summer 2023. Since the Spring 2021 course had to pivot from being a Face-to-Face (F2F) course to an OLSYN course, owing to the pandemic, it was not organically designed to assimilate online synchronous strategies. This ILFF project updated the syllabus, assignments, teaching plan, and course design to incorporate the best teaching practices for online synchronous courses. This revision was achieved by meeting with Eva Sclippa, the Film Studies Liaison Librarian; Jennifer Sias, the Senior Instructional Designer at the Office of Distance Education and eLearning; and Karen Thompson, Instructional Technologist at the Office of Distance Education and eLearning, to receive inputs towards reframing the curriculum and pedagogy.

The revision of the course focuses on two frameworks for Information Literacy for Higher Education: Information Creation as a Process; and Scholarship as Conversation. The upgraded syllabus exploits three central ideas. The first identifies and structures each synchronous session as a mix of presentational (lectures by the instructor, oral presentations by the students) and interactional activities (group discussions using techniques like fishbowl or breakout rooms, polling, or Q&A sessions). The second consolidates pedagogical processes toward engaging students during synchronous sessions by stating clear agendas, structuring breaks and pauses, using formal and informal polls, conducting quick participation pulses, and inviting guest speakers. Finally, the third idea intends to thoughtfully connect the synchronous sessions (lectures and discussions) to the asynchronous sessions (screenings) by incentivizing the students to participate in offline questions related to the screening, not via grading but via building an interactive discussion community.		 Upper-division undergraduates Assignment, Syllabus, Teaching Plan, Course design Information Creation as a Process, Scholarship as Conversation university 2023-05-05
57 Fri, 07/21/2023 - 08:45 fredrikssonm 10.42.18.79 Writing a Literature Review Portfolio Elliott, Christopher S. elliottc@uncw.edu College of Humanities, Social Sciences, and the Arts Sociology & Criminology The project developed calls for students to produce a portfolio that tracks steps in the process of writing a literature review for a 300 level, core curriculum Research Methods class in the UNCW Department of Sociology and Criminology. Since it is a semester-long assignment, it draws inspiration from all parts of the Framework for Information Literacy, but the overarching rationale is most grounded in Frame #4: Research as Inquiry.
The goal is to foster student’s self-knowledge and natural curiosity, coaxing the intrinsic desire to learn into an explicit set of skills. As suggested by Hulme et. al., (2013) students who approach materials from a place of curiosity are more motivated to master the content, rather than just learn enough to perform. This project is designed to “meet students where they are” in their lifeworld and connect their own interests to specific social science questions.		 Upper-division undergraduates Assignment Research as Inquiry university 2023-05-05
56 Fri, 07/21/2023 - 08:43 fredrikssonm 10.42.18.79 Enhancing Information Literacy in BIO 495 and other upper-level Biology Courses Tolar, Bradley tolarb@uncw.edu College of Science and Engineering Biology and Marine Biology All faculty in Biology and Marine Biology (BMB) at UNCW are expected to teach the BIO 495 Senior Seminar Course. The common learning outcomes for BIO 495 are that students will be able to: present biological information orally, critique biological literature, use primary literature to examine biological questions, and demonstrate competence in biological writing. BIO 495 also serves to meet the University requirement for Building Competencies/Information Literacy (IL), and thus aligns with the goals of ILFF. Additional courses taught within BMB, especially upper-level ones, include assignments or content related to the Framework for Information Literacy for Higher Education. For example, BIO 330 (Microbiology) has undergraduate students compare and contrast scientific research presented in news articles versus primary literature (Frames 1 & 2), and BIO 564 (Biological Oceanography) requires graduate students to delve deeply into the data presented in primary literature and assess the motivations, biases, and arguments (Frames 4 & 5). This ILFF project aims to further integrate and expand IL directly into a BIO 495 course focused on “Marine Microbiology and Science Communication” and explore how to intentionally add IL components to other upper-level Biology courses at UNCW (specifically, BIO 330 and BIO 564).
 Upper-division undergraduates, Graduate Students, Faculty Assignment, Teaching Plan, Course design Authority is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Searching as Strategic Exploration, Scholarship as Conversation university 2023-05-04
55 Fri, 07/21/2023 - 08:38 fredrikssonm 10.42.18.79 A Course Assignment with Information Literacy Emphasis – PLS401 Mid-term Paper Zhang, Hongyu zhangh@uncw.edu College of Humanities, Social Sciences, and the Arts Public and International Affairs To help students get ready for the rigor of graduate school and/or gain the ability to conduct independent and high-quality study projects, our political science curriculum requires our majors to take a capstone course, PLS 401 senior seminar in the last year at UNCW. I am expected to teach this seminar course in the near future. Applying the knowledge and skills I obtained from the Information Literacy Fellowship, I designed a course assignment through which I will teach my students step by step how to develop a solid review essay in preparation for a research paper. The guidelines for this assignment are laid out below. Through the process, I guide my students to learn and apply Information Literacy concepts and skills.
 Upper-division undergraduates Assignment Authority is Constructed and Contextual, Scholarship as Conversation university 2023-05-02
54 Fri, 07/21/2023 - 08:36 fredrikssonm 10.42.18.79 Building a framework based on the Data Information Knowledge and Wisdom (DIKW) model to guide the development of a Comprehensive Choi, Jeeyae choij@uncw.edu College of Health and Human Services School of Nursing The purpose of this project is to create a straightforward framework that can help students improve their learning. This framework is intended to guide students through four essential steps: 1) searching and gathering relevant articles from various sources, 2) organizing the collected articles into categories, 3) creating new knowledge by synthesizing the organized information, and 4) proposing the Wisdom, a data governance program, based on new knowledge, experience, and insight.
The focus of this framework is to provide guidance specifically for graduate students in the Doctor of Nursing Practice (DNP) program at the School of Nursing who are working on building a data governance program in healthcare (named DGH framework). The framework is designed to be interactive and hosted on a Canvas platform to increase accessibility for students.		 Graduate Students Assignment Authority is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Searching as Strategic Exploration, Scholarship as Conversation university 2023-04-30
53 Fri, 07/21/2023 - 08:31 fredrikssonm 10.42.18.79 Redesigning the Capstone research paper Project of AI courses leveraging the Information literacy framework Dogan, Gulustan dogang@uncw.edu College of Science and Engineering Computer Science Artificial Intelligence(AI) classes that I teach in Computer Science(CS) department has an Information Literacy component as part of capstone project of the course is writing a research article. The research paper is a presentation of the Artificial Intelligence project implementation. Students work in teams of four members. Students survey the current literature of the topic and write a related work section. They also write a Methodology, dataset, experiment results, conclusion and future work section. In the related work section, they are required to cite at least 15 papers. Below are Information Literacy Framework components that are used in the assignment:

o Students are asked to form their research questions for the study they are doing. They use Research as Inquiry framework during this step. They determine the scope of their research by specifying a topic. They decide about the keywords of their study.

o Scholarship as a conversation framework is used for students to compare existing literature. They compare their work to existing literature and understand that different studies can have different perspectives. They also develop the skill of identifying contribution of a work by reading a paper.

o During the paper writing process, Searching as Strategic Exploration is used. Students understand that searching is not a one way path but rather a labyrinth and they should be comfortable about changing their path and backing. They are taught that they should have the mental flexibility.

o They start working on their paper as early as second week of the term and throughout the semester they understand that information creation is a process. At the end of the semester, in the reflections they admit that they never thought they would come to this point of a finished paper as they start with a lot of unknowns. They learn to be comfortable with unknowns which is an important skill for doing research.		 Upper-division undergraduates, Graduate Students Assignment Information Creation as a Process, Research as Inquiry, Searching as Strategic Exploration, Scholarship as Conversation university 2023-04-27
52 Fri, 07/21/2023 - 08:29 fredrikssonm 10.42.18.79 HST 303: Information Literacy Relative to Film and History Harris, Glen Anthony harrisg@uncw.edu College of Humanities, Social Sciences, and the Arts History This HST 303 course, Information Literacy and Film and History, is intended as a conversation, debate, and analysis of the social politics and ideology of American cinema (case in point: the socially engaged film) and the representation of American history from the 1900s to the first decade of the twenty-first century. The discourse of the class will in some part focus on two themes: first, how socially engaged cinema and documentaries played a significant role in shaping narrative cinema languages and formal conventions in American history. Second, film’s ideological power to shape the audience’s conceptions of American identity and its mediation of the audience’s social attitudes.

The course is not intended to be a complete or linear history of America’s social presence in the commercial and independent narrative cinema and documentary. Indeed, the thematic divisions of the course are not intended to suggest a natural unity inherent in the body of films. Rather, the divisions are intended to suggest those ideas that most consistently informed Film and History during the 1900s to the first decade of the twenty-first century.

The fundamental premise upon which this class rests is informed by the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by the Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” This passage, from the Declaration of Independence, is the central idea of the American experiment and will be the foundation for the conversations and debates examined in this class.

The debates in this class offer a lens on how different voices and viewpoints, through American cinema and film have shaped public opinion in modern American history. That is to say, I have selected films for this class, which have consciously attempted some sort of dialogue with the pressing issues and social forces that mobilized America’s most active political formations.		 Upper-division undergraduates Syllabus Information Has Value university 2023-04-06
51 Fri, 07/21/2023 - 08:27 fredrikssonm 10.42.18.79 Teaching Artificial Intelligence in Technical Communication Classrooms Kong, Yeqing kongy@uncw.edu College of Humanities, Social Sciences, and the Arts English This project proposes six course activities or assignments to implement the six frameworks of information literacy. In each activity, students will engage in conversations with ChatGPT to help them generate sources, brainstorm research topics, prepare for debates, and reflect on search strategies. These activities aim to equip students with information literacy skills in the context of generative artificial intelligence technologies.
 Upper-division undergraduates, Graduate Students Assignment, Workshop Authority is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Searching as Strategic Exploration, Scholarship as Conversation university 2023-03-30
50 Fri, 07/21/2023 - 08:24 fredrikssonm 10.42.18.79 PAR378 CARIBBEAN RELIGIONS AND SCHOLARSHIP AS CONVERSATION PROCESS Dennis, Dorcas dennisd@uncw.edu College of Humanities, Social Sciences, and the Arts Philosophy & Religion The project focuses on using some of the information literacy frames ( eg. scholarship as a conversation process) in designing a course assignment (research paper) on Caribbean Religions. This class assessment involves a writing component, which is a research paper. Students will write a research paper based on a selected theme under Caribbean Religions (Rasta, Vodou, Santeria, Regla de Palo, and Obeah, etc.) to demonstrate its influence/impact or role on Caribbean peoples and cultures either in their homelands and/or in the diaspora, USA.
• In the research paper, students are required to make use of at least five (5) academic sources, not just one or two – thereby taking note of the ongoing conversation and existing disagreements. They seek out and understand, many different perspectives on the issue or topic under discussion.
• Students take an active part in the scholarly conversation by reviewing or critiquing relevant literature–
o See themselves as contributors to scholarship rather than only consumers of it.
o Students understand their point of entrance: what do they already know/have experienced?
o Students understand that they are not only summarizing the literature and existing perspectives on the topic but are adding their own point of view too.
o Students learn to be open to being wrong: in scholarly discourse, participants must suspend judgment on the value of a particular piece of scholarship until the larger context and other points of view are better understood.
• Students recognize that the scholarly conversation will not be completed with their paper and their perspective but will keep going (an ongoing conversation).
• Students recognize that they will only make a modest, limited contribution and not the final masterpiece contribution. Thus, their contributions are also subject to critique or can be the beginning of another dimension of the scholarly conversation on the theme. These constraints reflect their relative knowledge level and the assignment structure.		 Upper-division undergraduates Assignment, Syllabus, Rubric Information Creation as a Process, Research as Inquiry, Scholarship as Conversation university 2023-03-26
49 Fri, 07/21/2023 - 08:22 fredrikssonm 10.42.18.79 Curation as Knowledge Creation: Exploring Native American Histories and Cultures in North Carolina Upshaw, Abigail upshawa@uncw.edu College of Humanities, Social Sciences, and the Arts Art & Art History The goal of this in-class activity and subsequent virtual assignment is to introduce Framework for Information Literacy for Higher Education concepts to first and second-year undergraduate students. The two frames from the Framework I will highlight are Authority is Constructed and Contextual and Scholarship as Conversation. The assignment will be structured as follows:
1. In the sixth week of ARH202 (Survey of Art History: Medieval through Early Modern Art) I will introduce the 75 students of the class to a group project assignment, ""Curation as Knowledge Creation: Exploring the Native American Histories and Cultures in North Carolina."" Students will be divided into 10 groups of approximately 7 students. Each group constitutes a ""curatorial team"" responsible for curating an ""exhibition"" on an as-yet unknown exhibition.
2. I will distribute a single primary source to each curatorial team and then ask them all to disperse around the CAB and the courtyard to utilize their visual analysis skills to investigate their source. Sources include material culture objects, such as a ca. 940 CE yellow pine dugout canoe housed at UNC Pembroke; visual sources, such as watercolors and prints of members of the Algonquin tribe created for consumption by European audiences; textual sources, such as Thomas Hariot's 'A briefe and true report of the new found land of Virginia' (ca. 1587); and works by contemporary artists who are members of the Lumbee Tribe of North Carolina, such as ""We Are the Protectors"" by Jessica Clark (2020). Each object is connected to the ongoing history of Native Americans in what we call North Carolina today.
3. Students will spend the majority of the class period developing research questions about their object and starting to understand the ethical and legal considerations related to information use and access in Native American contexts, including issues of ownership, privacy, and cultural sensitivity. I will be floating around to individual groups to provide guidance and research question assistance. I will consistently ask - do you consider the authors or makers of these objects/sources authorities? Are they trustworthy? Why or why not?
4. Students will then work with their groups over the course of a week to develop ""wall text"" and to create a compelling ""object file"" for their primary source. They will complete a prepared worksheet with guiding questions, but will be asked to formulate an ""attention-grabbing"" wall text to quickly engage their imagined museum visitor.
5. Complete exhibition pages will be uploaded via Voicethread to Canvas. Students will be asked to respond to at least one other object in the class exhibition.
6. In-class students will discuss the curation process and determine the through-lines and themes that tie together all of their sources. This will then naturally lead into lecture material to fill in any gaps that remain.

Through this process students will grapple with questions of evaluating primary sources, see firsthand how the process of curation is itself a form of knowledge/information building, and understand that they are also an authority and part of the conversation of research.
(please see attached PPT for images of all of the sources that will be used for this activity/assignment.)		 First-year students Assignment Authority is Constructed and Contextual, Scholarship as Conversation university 2023-03-23
48 Fri, 07/21/2023 - 08:21 fredrikssonm 10.42.18.79 Lies, Damn Lies, and Statistics: Incorporating Information Literacy Frames in an Introductory Statistics Course Daniels, Amy danielsa@uncw.edu College of Science and Engineering Mathematics and Statistics The three frames from the Framework for Information Literacy for Higher Education (2015) that I highlighted for incorporation in my sections of STT 215 Introductory Statistics are Information Creation as a Process, Research as Inquiry, and Scholarship as Conversation. Information Creation is a Process is especially relevant to statistics. In fact, doing statistics involves multiple processes: collecting, cleaning, representing, and analyzing data. To stress the importance of information literacy, I have included a lesson on “bad” graphs, data visualizations which can be misleading. In the lesson, students will learn how to recognize misleading graphs and how to create graphs are better representative of the data and more informative to the viewer. The frames Research as Inquiry and Scholarship as Conversation mesh beautifully with the course project that my STT 215 students complete at the end of the semester. I have worked to revise that project in three ways: stronger guidance in terms of topic selection, inclusion of peer review, and provisions to archive student projects.
 First-year students Assignment, Rubric Information Creation as a Process, Research as Inquiry, Scholarship as Conversation university 2022-05-06
47 Fri, 07/21/2023 - 08:18 fredrikssonm 10.42.18.79 Information Literacy and AFN495 Senior Seminar Harris II, Emmanuel harrise@uncw.edu College of Humanities, Social Sciences, and the Arts World Languages & Cultures AFN495 Senior Seminar is a new course. It fulfills the Information Literacy degree requirement. I have been able to incorporate the Framework for Information Literacy for Higher Education to strengthen the course and its prescribed objectives.
 Upper-division undergraduates Syllabus Authority is Constructed and Contextual, Information Creation as a Process, Information Has Value university 2022-05-06
46 Fri, 07/21/2023 - 08:16 fredrikssonm 10.42.18.79 Knowing and Unknowing Our Places: Research as Creative Practice Stid, Sophia stids@uncw.edu College of Humanities, Social Sciences, and the Arts Creative Writing In this assignment, students will work on a scaffolded place-based writing project, that examines both the possibilities of knowledge and the limits of knowledge. They will fold this examination of knowledge, and their experience of the research process itself, into the long poem or poetic sequence that they make. Their research process will become a text that they draw from in making this creative work. They will engage with several different kinds of research: library work, a conversation with an expert, and site-specific research.
 Upper-division undergraduates Assignment Research as Inquiry, Searching as Strategic Exploration, Scholarship as Conversation university 2022-05-06
45 Fri, 07/21/2023 - 08:14 fredrikssonm 10.42.18.79 Critical Natural Resource Policy Review Assignment Holland, Kathleen hollandk@uncw.edu College of Science and Engineering Environmental Sciences My project is the design of a semester long critical policy review for EVS 364 Natural Resource Policy. Students will engage in the project throughout the semester to explore a natural resource policy in depth, while finding, evaluating, and using a diverse set of sources.
 Upper-division undergraduates Assignment Authority is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Searching as Strategic Exploration university 2022-05-06
44 Fri, 07/21/2023 - 08:11 fredrikssonm 10.42.18.79 Information Literacy Changes to Course Syllabus for ECN 427 Loh, Isaac lohi@uncw.edu Cameron School of Business Economics & Finance This is a syllabus for ECN 427 (Labor Economics) designed to engage upper-level economics undergraduates in the IL frameworks through presentations and conversation on labor economic research.

It comes with a set of example slides that students may follow.		 Upper-division undergraduates Syllabus Authority is Constructed and Contextual, Information Has Value, Research as Inquiry, Searching as Strategic Exploration university 2022-05-04
43 Fri, 07/21/2023 - 08:09 fredrikssonm 10.42.18.79 RSP 421 Information Literacy in Respiratory Care Pedicone, Michele pediconem@uncw.edu College of Health and Human Services Other Respiratory Therapy RSP 421 Information Literacy in respiratory care is a course that is required for graduation in the new OAP respiratory care program. This course is seven weeks long. The final project for the respiratory care program is a research project in respiratory care disease management. This course is an important component of the project. My project was to design the entire course. I am submitting the syllabus and the course schedule. This course is slated to be taught in Summer.
 Upper-division undergraduates, Distance Learners Syllabus Searching as Strategic Exploration university 2022-04-21
42 Fri, 07/21/2023 - 08:00 fredrikssonm 10.42.18.79 Comprehensive Literature Review Paper Assignment for Online Chemistry Graduate Students Lee, Hyunjung "Kelly" leek@uncw.edu College of Science and Engineering Chemistry and Biochemistry The assignment serves as practice of the process of scientific research for online chemistry graduate students in CHM597 class with special emphasis on the retrieval and use of information from literature databases and review paper writing.
 Graduate Students, Distance Learners Assignment Information Creation as a Process, Searching as Strategic Exploration university 2022-04-18
41 Fri, 07/21/2023 - 07:58 fredrikssonm 10.42.18.79 Information Literacy Changes to Course Syllabus/Final Assignment for PAR 115 Lenczewska, Olga lenczewskao@uncw.edu College of Humanities, Social Sciences, and the Arts Philosophy & Religion I chose to revise and expand the final paper assignment for my PAR115 Intro to Ethics course, which I teach each semester at UNCW. I mostly engaged with the Scholarship as Conversation IL frame.

The goal of this assignment is for students to experience and understand the multi-tiered process of creating information and participating in a scholarly conversation, including choosing a suitably narrow paper focus, understanding the scholarly and topical limitations of this project, situating one’s paper against the background of existing scholarship, evaluating secondary sources used in one’s paper, and inserting oneself within an existing scholarly debate.

The students write a philosophical paper approximately 1,600 words in length. Their work on this paper is a process that involves the following stages (involving multiple grades):
1. Selection of paper prompt (not graded; see below for prompt ideas);
2. Submission of an outline, thesis statement, and scholarly sources/“references” (graded);
3. Submission of a literature review, including your explanation how you will situate yourself within the existing scholarship (graded);
4. Optional: Submission of a paper draft (not graded);
5. Submission of the final version of the paper (graded);

Why does the Scholarship as Conversation frame particularly suit my PAR115 course and its final paper assignment?
• My PAR115 Introduction to Ethics class involves a writing component: students are assigned a final research paper.
• The process of developing their papers is broken down by me into several stages (most of them graded separately): choosing a paper topic, developing the main thesis of the paper, selecting academic texts that will go into the bibliography and be cited in the paper, creating a literature review and a commentary of one’s position within it, planning and outlining the main sections and arguments of the paper, drafting the paper, and revising the paper into its final version.
• This process helps the students understand the multi-tiered process of creating information, including choosing a suitably narrow paper focus, understanding the scholarly and topical limitations of this project, situating one’s paper against the background of existing scholarship, evaluating secondary sources used in one’s paper, and inserting oneself within an existing scholarly debate.

Implementing the Scholarship as Conversation frame into the PAR115 final paper assignment:
• Students participate in classroom discussions, extending these discussions to informal venues, and reading texts already makes the students participate in the scholarship conversation.
• Students see themselves as taking active part in the scholarly conversation – they see themselves as contributors to scholarship rather than only consumers of it.
• Students understand their point of entrance: what do they already know/have experienced?
• Students understand that they are not only summarizing the literature and existing perspectives on the topic, but are adding their own point of view too.
• Students are required to make use of a number of academic sources, not just one or two – thereby taking note of the ongoing conversation and existing disagreements. They seek out, and understand, many different perspectives on the issue at question.
• Students learn to be open to being wrong: in scholarly discourse, participants must suspend judgment on the value of a particular piece of scholarship until the larger context and other points of view is better understood.
• Students recognize that the scholarly conversation will not be completed with their paper and their perspective, but will keep going.
• Students recognize that they will only make a modest, limited contribution. These constrains reflect their relatively introductory knowledge level and the assignment structure.

Assignment stages that reflect the Scholarship as Conversation idea:
• Selection of paper prompt.
• Submission of an outline, thesis statement, and scholarly sources/“references” – graded.
• Submission of a literature review, including the student’s explanation how they will situate themselves within the existing scholarship – graded.
• Submission of a paper draft (optional) and the final version of the paper – graded.		 First-year students, Upper-division undergraduates Assignment, Syllabus, Course design Information Creation as a Process, Research as Inquiry, Scholarship as Conversation university 2022-04-11
40 Fri, 07/21/2023 - 07:54 fredrikssonm 10.42.18.79 Evaluative Bibliography and Research as Conversation: Information Literacy in Race, Religion, and Justice (PAR 245) Gaiters, Seth Emmanuel gaiterss@uncw.edu College of Humanities, Social Sciences, and the Arts Philosophy & Religion Instructions:

Find an issue related to religion, race, and social justice, that demonstrates their entanglement, and construct a research question around it. Make sure that what you select is not only of interest to you, but in some way culturally relevant. Relevant to current events and our contemporary context in the U.S. Explore and develop this into a central question to direct your project. Difficult questions are welcomed. Do not entertain an “easy” question, but enter complex questions that provoke ambivalence and ambiguity, so that your stakes and whatever you argue in the project is clear.

After selecting your central research question, submit a list of resources that you could see yourself using to approach your central research question.

Select at least five sources, which you will discuss in this assignment. When citing bibliographic information please use Chicago or MLA format (for citation style visit https://library.uncw.edu/citations). Look below for examples of the kind of sources you can find, and you don’t have to find one of each:

- A book
- A video lecture (Vimeo, YouTube, etc.)
- A peer-reviewed article from a database as listed below:
• JSTOR: http://www.jstor.org.liblink.uncw.edu/action/showAdvancedSearch?acc=on&wc=on)
• Religion Database: https://library.uncw.edu/eresources/religion_database
• Global Issues: https://library.uncw.edu/eresources/global_issues_context
• America: History and Life: https://library.uncw.edu/eresources/america_history_life
- A newspaper or magazine article
- A website
- An interview from an Indigenous Elder and Knowledge Keeper
• (visit https://library.ucalgary.ca/c.php?g=664585&p=5158000 and https://www.ictinc.ca/blog/what-does-indigenous-knowledge-mean)

After selecting a list of potential sources address the following questions:

• What information do you see yourself getting out of the project? How do your considerations of the frames we’re exploring inform your answer?
• How do you think each source can help you answer your research question? And why?
• Do you consider the authors of these sources authorities? Why?
• How did they become authorities? Are they trustworthy? Why or why not?
• What do you think about yourself being considered an authority and scholar in the conversation of race, religion, and social justice?

Classroom Discussion

You are also an authority and a part of the conversation of research and information/knowledge building. After completing the written portion of this assignment be prepared to discuss your project with your classmates the day you turn your project in. Be prepared to demonstrate your facility with your research question by discussing with your classmates what you’ve learned thus far.

Suggested Resources:

Use this source as an example for an authoritative website: https://chicagobeyond.org/researchequity/
Framework for Information Literacy for Higher Education: http://www.ala.org/acrl/standards/ilframework
Arthurs et al., “Researching YouTube” http://journals.sagepub.com.liblink.uncw.edu/doi/full/10.1177/1354856517737222

The Frames that your project incorporates:

• Authority is Constructed and Contextual
• Scholarship as Conversation
• Information Creation as a Process		 First-year students, Upper-division undergraduates, Distance Learners Assignment Authority is Constructed and Contextual, Information Creation as a Process, Scholarship as Conversation university 2022-04-06
39 Fri, 07/21/2023 - 07:52 fredrikssonm 10.42.18.79 ILFF Project - Research Process Assignment Agbozo, G. Edzordzi agbozog@uncw.edu College of Humanities, Social Sciences, and the Arts English This assignment will help students improve on how to document and reflect on a research process with the use of library resources, and also prepare them for writing researched argumentative essay.
 First-year students, Upper-division undergraduates Assignment Authority is Constructed and Contextual, Information Creation as a Process university 2022-03-24