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Information seems to be so readily available that we don’t often stop to think about where it came from, whether it is factual, or complete, or the reasons why it is created in the first place. This however, is an extremely important part of learning and research, whether you are a new university student or working on a your graduate dissertation. Asking questions about information helps us understand how it relates to what we already know and what we are learning. How was it created? Who created it and for what purpose? This guide will help you ask important questions about information sources, learn more about how knowledge is created through research and teaching, and how you can participate in scholarship as a student and researcher.
Information is everywhere. Each day we encounter many different forms of information: text, speech, images, symbols, expressions, gestures, sounds, and touch are just a few examples.
Whenever we come across new information, we interpret its meaning and value based on our existing knowledge and past experiences. The value of information varies to different people depending on how we perceive its meaning and purpose. And information is always related to power. It can be used to grant privilege to some people, but it can also be used or withheld to disempower others.
It is always important to question whether information is valid and whether it comes from a credible source.
As a student in a scholarly community, you are expected to follow the research practices of your subject area to ensure that your research and writing are valid, credible, and original. When you evaluate the validity and credibility of information ask yourself: Is it accurate? What is missing? Does it come from an authoritative source? Who benefits from the information? Who is ignored or potentially hurt by the information?
Universities are the centre of scholarship in society. What does that mean? Their purpose is to create knowledge through teaching and research, and use knowledge to improve the well-being of all members of society.
Scholarship is very diverse. It includes many different ways to study society and the physical world, for example: science, social sciences, philosophy, history, and forms of art. Universities divide these into subject areas that each have their own practices and standards for creating and communicating knowledge.
How is scholarship different from other knowledge sharing practices? The difference in university scholarship can be attributed to how and why knowledge is created and shared. The academic standards of scholarly communities help to ensure that university teaching and research are thorough, reliable, and beneficial to society.
We usually think of literacy as the ability to read and write but literacy is much more than that. When we read and write we are also interpreting meaning and expressing our understanding of texts and the world around us. So, broadly speaking, literacy includes the experiences or practices where we encounter and make sense of knowledge we access from various information sources. As a university student you are not just learning new information, you are also learning new ways to find, understand, and use information for research and writing.Academic expectations and research practices will vary depending on your academic level and program. Read through the list of research practices below and ask yourself…
A.1. Evaluate a source of information to determine whether it is valid and credible.
A.2. Recognize and critically assess the characteristics that give writers and information authority.
A.3. Recognize different ways values and ideologies are embedded in information sources.
A.4. Understand the research and writing expectations and practices in your subject area.
A.5. Recognize the impact of information on scholarship and society.
A.6. Recognize how culture and ideology affect the production of scholarship and privilege some voices over others.
A.7. Identify the different ways that information and knowledge are commodified and how this affects research and scholarship.
A.8. Recognize how research, writing, and publishing practices have the potential to enrich or limit information contained in a source.
A.9. Recognize how information in scholarly works is affected by the decisions made by researchers, authors, editors, and publishers.
Information is available in many different formats from countless different sources. It is important to be able to recognize the characteristics that distinguish types of information sources from each other and understand how their format and content are used and valued in different contexts. When you assess information, it is helpful to think about who created the information, their motivation, how it was created, its purpose, and the intended audience.
Searching for information is a process that takes time and often occurs in stages. This process starts with a decision about what you are looking for and is further shaped by the search tools you decide to use. Approach the search process with flexibility. You may need to make changes to your search strategy as you evaluate the resources you find and expand your understanding of the topic you are researching.
Once you have found information that is relevant to your research, it is very important to keep your sources organized. This makes it easier for you and your readers to find the original sources you used in your writing. How you keep track of your sources can vary depending on your situation. For a smaller piece of work this may be as simple as keeping a list of references. For larger projects it may require using reference management software to ensure your sources are organized in a way that is consistent with specific style guides.
B.1. Recognize the purpose of different information sources and decide whether they are relevant for your research.
B.2. Identify relevant information sources and find out how to access them.
B.3. Develop and revise search strategies based on your information needs and the functionality of search tools and databases.
B.4. Learn how to credit the work of others using the appropriate citation methods for your subject area.
B.5. Identify how research methods may enable or limit the information contained in various sources.
B.6. Recognize the research practices of a particular subject or field.
B.7. Understand the capabilities and limitations of different search tools and databases.
B.8. Learn how to use suitable citation managers for your subject area.
B.9. Understand and adhere to ethical practices regarding copyright, fair use, open access, and public domain materials.
Research is an inquiry-based process that helps you gain new understandings as you make meaning from new information. It involves asking questions that may lead to new or more complex questions over time. While some questions may have a single answer agreed upon by scholars in the field, many questions result in discussions that include multiple perspectives. New scholars can join this conversation by familiarizing themselves with existing research and the processes used in its creation.
Scholarship is a process where researchers and learners take part in creating, sharing, and discussing insights and discoveries. It enables our ideas to evolve over time as we encounter knowledge that is new or different from our own. However, the diversity of viewpoints present in scholarly discussions can be limited by several factors including power structures that privilege certain voices and exclude others. When conscious effort is made to include diverse perspectives, the scope of the conversation is expanded, allowing for new insights and discoveries.
C.1. Determine your information needs and the appropriate scope of inquiry.
C.2. Choose appropriate information sources.
C.3. Compare ideas gathered from the sources you've found.
C.4. Draw conclusions based on your analysis and interpretation of information.
C.5. Identify gaps in scholarship and use this knowledge to develop a research question.
C.6. Re-assess your research goals as you find new sources of information.
C.7. Identify barriers scholars, learners and others face when participating in scholarly conversation and the impact this has on research and knowledge.
C.8. Recognize the social nature of information, identifying the relationship between scholars, knowledge, and history, and recognizing how information changes over time.
Voice is more than speech. It encompasses all the different ways we express knowledge and identity. Voice is also relational. It is not merely the outward expression of one’s identity and knowledge. Voice is formed through relationships with family, friends, community, and society.
Identity is a concept of self that includes the personal experiences and characteristics that distinguish us as individuals and members of various communities. Personal identity changes over time as we learn more about ourselves and the society and culture we live in.
Participating in scholarship involves contributing to scholarly dialogue. There are many ways to do this depending on academic level or subject area, for instance: participating in class discussions, writing research papers, contributing to research projects, delivering presentations, attending exhibits, symposia or conferences and publishing in academic journals.
Scholarship benefits when teaching and research practices include diverse voices and identities. Voice, like information, is related to power. Within scholarly communities some voices are privileged while others are suppressed or colonized. Respect and attention to marginalized voices is an important part of making teaching and research practices more equitable.
D.1. Learn how to communicate in a style that is appropriate for different contexts, for example academic, professional, and personal writing.
D.2. Incorporate your voice as you participate in scholarly dialogue and academic writing.
D.3. Learn how to keep up to date with new research and publications.
D.4. Recognize opportunities to contribute your knowledge and research to the scholarship in your field.
D.5. Assess the relationship between newly published research and the existing scholarship and knowledge systems in your field.
D.6. Recognize the impact of new scholarship on your research process.
D.7. Learn how to participate in official scholarly dialogue, including: academic journals, symposia, conferences, and other forms of knowledge sharing.
This guide has been adapted from the following resources:
Association of Colleges and Research Libraries. (2015). Framework for information literacy in higher education. http://www.ala.org/acrl/standards/ilframework
Bundy, A. (2004). Australian and New Zealand information literacy framework. Principles, standards and practice, 2, 48. https://catalogue.nla.gov.au/catalog/3078989
Secker, J., & Coonan, E. (Eds.). (2012). Rethinking information literacy: A practical framework for supporting learning. Facet Publishing. https://www.worldcat.org/title/826413486