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FACULTY GUIDE TO LPC LIBRARY: Excellence in Research Award

Excellence in Research Award - Directions

Proposal:

In an effort to recognize, encourage, and reward academic excellence on the Life Pacific College campus, the library in conjunction with faculty from each academic program will recognize annually one student from each undergraduate major who has demonstrated superior research ability in their work. Work will be judged based on established Information Literacy standards.

Process:

  • Faculty from each academic program will select 1-2 student papers of excellent quality to bring to a program committee meeting or share via email, OneDrive, SharePoint, etc. The paper should be selected from the fall/spring semesters, and only include junior and senior work.
  • Each program committee will evaluate the selected student work using the Information Literacy Value Rubric provided by the library. Each committee will determine which one paper best reflects student work from their program, and send the students name and paper to the Head Librarian before April 1st.
    • The library will approach the students to inform them of their nomination and to request they sign a waiver allowing their work to be displayed in the library, and their name and image to be used in promotional pieces (the library will provide a waiver form).
  • The library will purchase $100 cash cards for each awardee, and have a small plaque created.
  • Awards, will be presented toward the end of the Spring semester. Ideally, we will have a special chapel where awards are presented and students present their papers.
  • The Library will promote the recipients on all social media sites, and display their work and image in the library.
  • A notice of each student who has been a recipient will be displayed on the graduation program.

What will it cost you?

  • Faculty would need to select and hold student work.
  • Program committee members would need to assess the selected works (1hr).
  • Faculty may want to participate in the special chapel to introduce the student and present the award.

What will the Library do?

  • The library will contribute the $100 award for each recipient from each program.
  • Supply the rubric and waiver form
  • Create all promotional pieces
  • Work with the Office of Calling and Vocation, Academics, and Marketing to schedule events and promotional strategy
  • Approach the student/s to determine if they are willing to have their paper/s displayed

Display student work in the Library

The Rubric Used

Information Literacy VALUE Rubric

Definition:  The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. - The National Forum on Information Literacy

 

 

Capstone

4

Milestones

3                                                                              2

Benchmark

1

Determine the Extent of Information Needed [SJ1]

Effectively defines the scope of the research question or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question.

Defines the scope of the research question or thesis completely. Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question.

Defines the scope of the research question or thesis incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question.

Has difficulty defining the scope of the research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected do not relate to concepts or answer research question.

Access the Needed Information  [SJ2]

Accesses information using effective, well-designed search strategies and most appropriate information sources.

Accesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search.

Accesses information using simple search strategies, retrieves information from limited and similar sources.

Accesses information randomly, retrieves information that lacks relevance and quality. 

Evaluate Information and its Sources Critically * [SJ3] 

Chooses a variety of information sources appropriate to the scope and discipline of the research question. Selects sources after considering the importance (to the researched topic) of the multiple criteria used (such as relevance to the research question, currency, authority, audience, and bias or point of view.)

Chooses a variety of information sources appropriate to the scope and discipline of the research question. Selects sources using multiple criteria (such as relevance to the research question, currency, and

authority.)

Chooses a variety of information sources.

Selects sources using basic criteria (such as relevance to the research question and

currency.)

Chooses a few information sources. Selects sources using limited criteria (such as relevance to the research question.)

Use Information Effectively to Accomplish a Specific Purpose

Communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth

Communicates, organizes and synthesizes information from sources.  Intended purpose is achieved.

Communicates and organizes information from sources. The information is not yet synthesized, so the intended purpose is not fully achieved.

Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.

Access and Use Information Ethically and Legally [SJ4] 

Students use correctly all of the following information use strategies (choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly three of the following information use strategies (choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly two of the following information use strategies (choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Students use correctly one of the following information use strategies (choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Cite all Resources Correctly [SJ5] 

Students cite all resources, in-text or footnotes, and create an appropriately formatted reference page of all resources according to the assigned style.

 

Students cite all resources, in-text or footnotes, OR create an appropriately formatted reference page of all resources according to the assigned style.

Students fail to cite ALL resources, in- text or footnotes, OR fails to create an appropriately formatted reference page of ALL resources according to the assigned style

 


 [SJ1]This is a well thought out constructed essay – think good outline and key thoughts. This is not about style, this is about the presentation of the appropriate ideas. It could be an A for ideas, but C for writing style, those are two different ideas.

 [SJ2]good search technique ranging from “I googled a couple of terms” to “I used a couple terms in the catalog” to learning subject headings, adding key term, and using limiters.

We have a LibGuide on Search Technique

To grade this, you should have part of the assignment be listing search strategy – appendix, footnote, or annotate bibliography

 [SJ3]Used multiple databases to find multiple journals, selected more than journals (newspapers, magazines, conference reports, interviews, websites, etc.)

This is what a CRAAP form is for – evaluate resource

To grade this, you could have part of the assignment be the inclusion of CRAAP forms for each source that is not a peer reviewed journal OR an appendix in which they evaluate aspects of sources

 [SJ4]Student doesn’t quote much, but cites everything that needs to be cited. Student knows the difference between common knowledge for the field and what needs citation.

 [SJ5]Proper citations, both quantity and quality.

We have a LibGuide on Citations

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