Hal Loewen (Librarian): PT 6230 Desired Results

What are the big ideas? What specific understandings about the big ideas are desired? What prior knowledge, misconceptions, or misunderstandings might students bring/encounter?

Students will understand:

• Research is iterative and depends on asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field. (Research as Inquiry)
• Searching for information is often nonlinear and iterative, requires evaluation of a range of information, and requires mental flexibility to understand that searching can be complex (Searching as Strategic Exploration)

Student's prior knowledge, misconceptions or misunderstandings may include:

• may or may not have knowledge of how to do basic searching

• may or may not know how to use Boolean logic and how to string together different concepts

• may or may not know the resources available to them, including databases specific to a specific topic
• may or may not have full understanding and or knowledge of  how to create various and complex search strategies
• may or may not have understanding of what constitutes "free" information and what is not freely available information
• may or may not have a basic understanding of the level of question needed to answer the range of information required, simple questions for basic knowledge needs to sophisticated questions for deeper inquiry
• may or may not know about the naming, effects, and side effects of prescription and non-prescription drugs

On what, if any, Knowledge Practices (knowledge and skills) and Dispositions (values) from the Frame(s) will the instruction focus? What other key knowledge, skills, and values will students acquire as a result of the this lesson/unit?

• determine an appropriate scope of investigation (Research as Inquiry)
• deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations (Research as Inquiry)
• use various research methods, based on need, circumstance, and type of inquiry (Research as Inquiry)
• synthesize ideas gathered from multiple sources (Research as Inquiry)
• determine the initial scope of the task required to meet their information needs (Searching as Strategic Exploration)
• match information needs and search strategies to appropriate search tools (Searching as Strategic Exploration)
• design and refine needs and search strategies as necessary, based on search results (Searching as Strategic Exploration)
• understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information (Searching as Strategic Exploration)
• use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately (Searching as Strategic Exploration)
• manage searching processes and results effectively (Searching as Strategic Exploration)

What captivating questions will foster inquiry, understanding and transfer of learning

• what are the different types of drug information resources to use depending on the question being asked?
• what is the essential question that need to be answered that stem from a more complex drug information need?
• what are the different, topic specific, databases that are best used to answer specific questions?
• what are the different names that a drug can be labeled?

Students will know...

• how to identify the most appropriate drug information resource needed to find information on prescription and non-prescription drugs
• how to do a search on drugs in PubMed
• how to find drug information on government websites

Students will be able to...

• think about their information need and use the best resource to answer their question
• run a basic search for drug information in a variety of drug specific databases
• adjust a search if they were unable to find adequate results in their first attempt

Students will value...

• finding information about drugs, both basic and complex, requires careful consideration
• that specific drug databases yield more complete and accurate information

The templates used come from:

Baer, A., Johnson, B., Matts-Benson, L. (2017, December). "Engaging with ACRL Framework: A Catalyst for Exploring and Expanding Teaching Practices." Chicago: American Library Association

The material for the templates is made available through CC-BY-NC-SA 3.0 

Content created by H. Loewen