Lesson 2: Analyzing Research Assignment Handouts

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Objective 2: After reviewing the phases of the research process and studying the Rubric to Evaluate Sample Research Assignment Handout, critique a sample research assignment handout, identifying its strengths and weaknesses from a student success standpoint.

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In Module 1 you read the report, Assigning Inquiry: How Handouts for Research Assignments Guide Today’s College Students.

At the end of Module 2’s lesson, you will be asked to critique a research assignment handout using a rubric that MCCCD’s Information Literacy Group (ILG) designed. The Rubric to Evaluate Sample Research Assignment Handout is based on factors discussed in the Project Information Literacy report.

Before analyzing a sample handout, it is essential to have at least a little background on information literacy and the phases of the research process itself. One model was developed by a well-respected college librarian from Rutgers University, Carol Kuhlthau. Her model of the Information Search Process outlines six stages as well as addresses the students’ feelings, thoughts, and actions that accompany each phase as they progress through research assignments. Kuhlthau's Information Search Process also suggests interventions that educators can use to assist students. Taken from Carol Kuhlthau’s website, here is a summary of the six stages of the Information Search Process:

Initiation, when a person first becomes aware of a lack of knowledge or understanding and feelings of uncertainty and apprehension are common.
Selection, when a general area, topic, or problem is identified and initial uncertainty often gives way to a brief sense of optimism and a readiness to begin the search.
Exploration, when inconsistent, incompatible information is encountered and uncertainty, confusion, and doubt frequently increase and people find themselves “in the dip” of confidence.
Formulation, when a focused perspective is formed and uncertainty diminishes as confidence begins to increase.
Collection, when information pertinent to the focused perspective is gathered and uncertainty subsides as interest and involvement deepens.
Presentation, when the search is completed with a new understanding enabling the person to explain his or her learning to others or in some way put the learning to use.

Optional reading--If you would like to explore Kuhlthau's theory in depth, visit her website: Model of the Information Search Process. Humboldt State Univeristy Library has created a simplified chart version of Kuhlthau's Model of the Stages of the Information Process.

In addition, the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education set critical benchmarks by which to gauge student progress. In a nutshell, the information literate student:

Determines the nature and extent of the information needed.
Accesses needed information effectively and efficiently.
Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Optional reading--If you would like more detailed information, link to ACRL’s Information Literacy Competency Standards for Higher Education.

As you can see, there are overlaps in concepts between these two information literacy paradigms. You may find other standards such as Information, Communication and Technology (ICT) Skills Curriculum Based on the Big6 Skills that explain or parallel the various phases of the research process.

With this background information you should now be ready to analyze a sample research assignment handout using the Rubric to Evaluate Sample Research Assignment Handout introduced in this module:

After studying the rubric, proceed to Assignment 2.