For ENG 101 Instructors
What
do ENG 101 instructors need to know about LOBO?
Before assigning LOBO, you'll
want to look over the content it covers and the questions
that are integrated throughout the tutorial. The questions are closely
tied to the student’s individual research. This means that LOBO
should be assigned in conjunction with an assignment in your course
as very few of the questions can be answered without a research
context. It also means that you can use students’ answers to LOBO
questions to gauge their research progress and identify weaknesses that
you can address in class.
There are lots of questions
in LOBO, and they require a lot of time to answer. Initially, this seems
like a “bummer”, but it doesn’t have to be. Assign LOBO
modules separately, rather than as one long assignment. Do your best to
assign specific modules to address specific topics at appropriate
times. Below, you'll find recommendations for integrating LOBO
into your course. You may also find the suggested LOBO lesson plans helpful!
Please
explain to your students how to log into LOBO. LOBO is not tied to their Unity IDs, so to log in students will need to select the Student Login option from the main LOBO page. Underneath the Login button there are two links: Forget Password? and Register. Students should select the Register Link and fill out the form. It is a good idea to have students use their Unity ID as their username, but suggest that they usee a different password for security reasons.
You'll want to show them how to view responses and let them know
how you plan to collect their answers. Be sure to mention that
LOBO works best with I.E. version 5.0 or higher. Finally, remind them
to click "ADD TO WORKSHEET" after entering the answer to each
question.
As always, we are very open
to suggestions for improvements to LOBO. We want to keep the tutorial
current and make it as relevant and useful for you and your students
as possible. Please email Kawanna Bright kawanna_bright@ncsu.edu with your suggestions and ideas at any time!
How to Integrate
LOBO into an ENG 101 Syllabus
Two outcomes outlined by the Writing Program Administration (WPA)
for first-year writing programs are that students "understand
a writing assignment as a series of tasks, including finding, evaluating,
analyzing, and synthesizing appropriate primary and secondary sources"
and "integrate their own ideas with those of others". LOBO
strives to meet these outcomes for ENG 101. To be most effective,
the research process steps taught in LOBO should be integrated into
the writing process steps of students' research-based assignments.
What's the best
way to do that? Follow these steps:
1. Select a research-based
assignment from your syllabus.
2. List the steps
students should take to complete the assignment successfully. Be
specific. Be sure to include steps of the writing process (narrowing
topics, creating outlines) as well as steps of the research process
(finding support for thesis ideas, crediting sources). Imagine the
steps as if you were completing them for the first time.
3. Match individual
LOBO modules to the steps in question #2 above. Familiarize
yourself with LOBO content. If you need help, email
me!
4. Plan to include
each LOBO module listed in question #3 above in your lessons.
Consider the suggestions in the chart at the bottom of this page.
5. Decide how to
use the questions associated with each LOBO module assigned.
Follow up helps ensure that students complete the modules you assign.
The chart below contains
specific suggestions for the integration of each LOBO module into
the ENG 101 curriculum. In some cases, lesson plans and handouts are
also provided for additional support of LOBO concepts.
How
to Describe LOBO to ENG 101 Students
Unless students are writing
about their personal lives and opinions, writing requires research.
Certainly arguments must be based on proof, and usually that proof takes
the form of evidence found through research. Of course, research-based
assignments like literature reviews are predicated on research. Students
often hope to avoid research, usually because of negative past experiences
with "research papers". Through LOBO, and the right presentation
of LOBO, librarians and instructors can work together to make their
first university research experiences positive ones.
Among the most important
points to convey to students about LOBO are:
LOBO is not a stand
alone, busy-work assignment. LOBO modules exist to support
tasks embedded in the ENG 101 curriculum. There is a LOBO module on understanding
assignments because many students have difficulty analyzing assignment
sheets. There is a module on citing sources because students are required
to cite the sources they use in order to avoid plagiarism. If a module is not
moving students forward in their ENG 101 assignments, then they should
not be required to complete it. Asking students to complete parts of
LOBO that have not been carefully integrated into their assignments
produces frustration and confusion.
LOBO is not a self
contained experience. Throughout LOBO, students may click the
"Ask a Librarian" link to contact reference librarians that
are eager to help them with their research. They are also not limited
to LOBO for research help. They can come to the Reference Desk in D.H.
Hill Library, or explore the Library web site at www.lib.ncsu.edu
on their own. In addition, LOBO should be incorporated into ENG 101
in-class lessons when appropriate. LOBO is a part of the ENG 101 experience, not an "add-on".
LOBO is only the
beginning! Throughout students' academic careers at NCSU, they
will encounter a number of classes that require research, and both librarians
and instructors are committed to giving them the tools they need to
be successful. Librarians will visit their future classes to build on
the information literacy skills they learn in LOBO. Students will also be able to use their research skills beyond their academic careers. Many employers want to hire students who know how to find, evaluatee, and effectively use information.
The
Research Process - Manage Your Time
Summary:
Prompts students to consider setting informal deadlines before assignment
due dates.
Lesson Plan
Handout
#1
Handout
#2
To Integrate
"Manage Your Time": Use this module to introduce students
to LOBO. After showing students how to login to LOBO, use this module in class to familiarize them with
the "ADD TO WORKSHEET" process. Use this module to discuss
the steps of the research process. Emphasize that the process is not
linear, but rather iterative and cyclical.
Then move on to the Assignment
Calculator page. Have students experiment putting in the date and the
deadline of a research assignment in your course (referring to your
syllabus). Direct students to type in their answers to the questions
about deadlines for each stage of library research. Discuss the need
to break up large research tasks and stick to self-imposed deadlines.
Demonstrate the "ADD
TO WORKSHEET" button and the "View Worksheet" link. Let
students know how you plan to collect their answers throughout or at
the end of the semester. Point out the "Ask a Librarian" link
at the top right of every LOBO screen before logging out of the session.
Defining
Research Needs - Understand Your Assignment
Summary: Elicits information about
the assignment description, the intended audience, and required library resources.
Lesson
Plan
Handout #1
Handout
#2
To Integrate "Understand Your Assignment": Use this module at the
outset of a library research assignment either in class or before class in
preparation for class discussion. Supply students with a description of one
of your assignments that requires library resources. Ask students to read the
assignment description and use it to answer questions in this module. Discuss
their answers in class to check their comprehension of the approach, sections,
and audience for this assignment.
Defining
Research Needs - Differences Between Resource Types
Summary: Includes information about
different types of library resources (books, articles, etc.) and the appropriateness
of each for a given assignment.
Lesson
Plan
Handout
To Integrate "Differences Between
Resource Types": Use this module at the outset of a library research assignment
either in class or before class in preparation for class discussion. You may
also wish to pair this module with the preceding one (Understand Your Assignment).
Provide students with the description of a particular assignment requiring
library research. Once they understand the requirements of the assignment,
direct students to use the questions in this module to begin thinking about
the best resources to answer their information need. If you have specific requirements
about their use of books, scholarly journal articles, magazine articles, or
websites, this module provides a segue into that discussion. This module should
be completed before students begin their research.
Developing
a Research Strategy - Define Your Topic
Summary: Supplies common topic lists.
Provides strategies for narrowing a broad topic.
Lesson
Plan
To Integrate "Define Your Topic":
Use this module to help students select or narrow a topic. You may wish to
assign this module for students to complete outside of class just before their
topic selections are due. This module recommends that students do preliminary
research to test the viability of a topic under consideration by checking an
encyclopedia or contacting a reference librarian. Remind students to use the "Ask
a Librarian" link in LOBO. This module also informs students of the difficulties they may encounter if they choose a current topic, one that is not covered in scholarly literature.
Developing
a Research Strategy - Brainstorm Search Terms
Summary: Guides students through
dividing a topic into search term concepts and brainstorming for synonyms,
alternate spellings, etc.
Lesson
Plan
To Integrate "Build a Keyword Search": Use this module before students
search the library catalog for books or databases for articles. Assign this
module in or out of class as preparation for class discussion. Explain to students
that the catalog and databases can't "think" so they have to type
their topics in a particular way if they want good results. Explain that they
shouldn't type in their topics as whole sentences or even long phrases. Model
how to break down a research topic into concepts, brainstorm for synonyms,
and consider alternative forms and endings of those words. Check student answers
to the questions in this module and reteach if necessary.
Developing
a Research Strategy - Build a Keyword Search
Summary: Explains how to combine
search terms using AND, OR, truncation, and phrase searching. Includes an interactive
Keyword Builder that helps students construct keyword searches.
Lesson
Plan
To Integrate "Build a Keyword
Search": Use this module before students search the library catalog for
books or databases for articles. Explain to students that the catalog and databases
can't "think" so they have to type their topics in a particular way
if they want good results. Warn students that the search terms they brainstormed
in the last module must be combined in certain ways to work effectively. Use the
Keyword Builder in this module to model the use of AND and OR in searches of
the catalog or database. Follow up with a brief discussion of truncation symbols
to capture words with multiple endings such as: music* yielding "musical", "musician", "musicians",
and "musicality". Check student answers to the questions in this
module for comprehension. If you're feeling confident, try some search strings
using AND or OR in Academic Search Premier or Google Scholar.
Conducting
the Search - Find Articles
Summary: Defines and describes article databases. Demonstrates how to search
for articles in Academic Search Premier. Demonstrates and guides students through
finding articles in the library catalog using a citation.
Lesson Plan
Handout #1
Handout
#2
To Integrate "Find Articles": Use this module before students
begin searching for articles in the library databases. Include the module in
class for the most impact. This module includes animations showing how to search
the library databases for articles. Students find these animations helpful,
but many do not view them unless their instructor shows them in class. Be sure
to emphasize that databases are the primary source for finding articles (instead
of the library catalog or web search engines). Discuss the difference between
general databases and subject specific databases, sharing any personal experiences
with the databases that apply. Click on "Show Me an Example" to show
students an animated guide to searching using Academic Search Premier. Afterwards,
direct students to search Academic Search Premier using their topics and troubleshoot
their searches as needed. Feel free to direct complex searching questions to
librarians at the Reference Desk or at "Ask a Librarian" online.
Check student answers to the questions in this module for comprehension
Conducting
the Search - Find Call Numbers
Summary: Explains how to read a call
number and how to use it to locate items in the library.
Lesson
Plan
Handout
#1
Handout
#2
To Integrate "Find Call Numbers":
Use this module in class before students begin searching for books on their
topic through the library catalog. Guide students through using the Library
of Congress Call Number web site; many will not realize that they can click
on the PDF to drill down to the call number range for their topic. Encourage
students to use the Call Number Map to find the area of D.H. Hill Library that
includes the call number range for their topic. Emphasize the importance of
browsing the shelves to find good book materials. Check student answers to
the questions in this module for comprehension.
Conducting
the Search - Find Web Sites
Summary: Recommends specific search
engines and reminds students to use advanced search options.
Lesson
Plan
Handout
To Integrate "Find Web Sites":
Use this module (in or out of class) before students begin researching their
topic on the web. Encourage students to experiment with more than one of the
search engines listed. Reinforce the helpful hint in this module to use the
advanced interface of search engines for greater control over search results.
Evaluating
Resources - Evaluate Books
Summary: Guides students through
a series of evaluative questions to assess the research value of a book of
their choosing.
Lesson
Plan
Handout
To Integrate "Evaluate Books": Use this module (in or out of
class) after students have completed the catalog searching portion of a research
assignment. Ask students to select one of the books they plan to use as a research
source. Direct students to answer the questions in this module based on their
book. In a follow up discussion, ask students to explain how they analyzed
their book for criteria such as: authority, purpose, content, currency, and
point of view or bias. Guide students to use their analysis to decide whether
or not the book they selected is a good source for their assignment.
Evaluating
Resources - Evaluate Articles
Summary: Describes the differences
between scholarly journal articles and popular magazine articles.
Lesson
Plan
Handout
To Integrate "Evaluate Articles":
Use this module in class before students search databases for articles. Provide
examples of scholarly journal articles and popular magazine articles to students
for comparison. Show this module as a PPT presentation to the class, and guide
them to apply the differences between scholarly and popular to the articles
in their hands. If you feel confident, consider using this plan in reverse--share
scholarly and popular articles with students and have them create charts comparing
and contrasting them. Expect to fill in what they miss. If you feel very confident,
consider discussing how the world of electronic access removes many of the
clues students could use to distinguish scholarly from popular in the past.
Be sure to finish by emphasizing the requirements for scholarly and popular
sources for the assignment at hand.
Evaluating
Resources - Evaluate Web Sites
Summary: Guides students through a series of evaluative questions to assess
the research value of a web site of their choosing.
Lesson
Plan
Handout
To Integrate "Evaluate Web Sites": Use this module (in or out of
class) after students have completed the web searching portion of a research
assignment. Ask students to select one of the web sites they plan to use as
a research source. Direct students to answer the questions in this module based
on their web site. In a follow up discussion, ask students to explain how they
analyzed their web site for criteria such as: authority, purpose, content,
currency, and point of view or bias. Guide students to use their analysis to
decide whether or not their web site is a good source for their assignment.
Using
Resources - Understand Plagiarism
Summary: Describes plagiarism and
its consequences.
Lesson
Plan
Handout
To Integrate "Understand Plagiarism":
Use this module before discussing plagiarism in class. Ask students to share
their responses to the opinion questions in this module as a starting point
for discussion.
Using
Resources - Integrate Your Research
Summary: Differentiates quoting,
paraphrasing, and summarizing.
Lesson
Plan
To Integrate "Integrate Your
Research": Use this module after students have completed their research,
but before they begin creating their research product. This module might be
assigned as out of class reading. Check student answers to the questions in
this module and reteach if necessary.
Using
Resources - Cite Your Sources
Summary: Explains in-text and works
cited citation formats for MLA and APA styles. Includes an interactive Citation
Builder that helps students construct works cited citations.
Lesson
Plan
To Integrate "Cite Your Sources":
Use this module before students complete their research product. This module
might be assigned as out of class reading, but instructors will want to follow
up in class. One recommended strategy is to ask students to describe their
previous experiences citing sources. This offers an opportunity to reinforce
good behaviors and correct misconceptions. Demonstrate the Citation Builder
and check the citations they create for accuracy. Remind students that they
must cite each source in at least two places: in the text of their paper or
project and at the end. Be sure to tell students your preferred style of citation.
Need
Help?
Summary: Supplies contacts to campus
departments and organizations of use to freshman composition students.
To Integrate "Need Help?":
Consider linking this page to your course syllabus.