GEL 101--Douglass MWF

The Library Module will introduce you to the basics of college-level research. The skills you learn during the module will help you for two main reasons:

1. Specifically, for the research project and presentation you will do in this class.
2. In general, for the papers and projects you will be expected to do for the rest of your college career.  

By the time you finish the Library Module, you will be able to:

• Identify the information you need
• Find the information effectively and efficiently
• Evaluate the information retrieved critically
• Use the information to create new information (your assignments)
• Research with an awareness of the ethical and legal issues regarding information use

Useful tools

• Assignment Calculator
• What is college-level research?
• Citing Your Sources (APA style, Eastern Wash Univ)
• The Citation Puzzle (APA style, CSU East Bay)
• OWL (Online Writing Lab at Purdue U, APA section) See box at bottom of page for links to citing various formats in APA 6th ed.
• Son of Citation Machine--highly recommended as it is updated to the APA 6th edition.
• Vixy (Beta, converts YouTube to format useable in Imovie or Moviemaker)

The expectations for classroom behavior are the same as for Professor Douglass' portion of the class with these specific addenda:

• The Library Module covers A LOT of information in only 6 classes, so attendance and participation are mandatory.
• Due to the quick pace of the class and in consideration for those who do attend each day, NO extra credit is available and no late work is accepted. The only exception is for absences with proper documentation and prior notification of the library instructor and missed work must be completed by the end of the final library module meeting.
• Each class activity and homework assignment is for credit and must be completed in the time given. 
• Text for the Library Module is The Student, The University, The Community: Custom Edition for Cal State San Marcos 2009-2010, Part I, pp. 82-111.
• There will short quizzes at the beginning of several classes that may be based on the assigned readings for that day OR on material covered in prior classes. 
• Students who are excessively or regularly late will not receive credit for attendance. Late arrivals cannot make up any quiz given that day.
• Appropriate classroom behavior is required (e.g. NO foul language or lack of respect to the instructor or each other, no electronic communication (cell, iPod, etc.), no eating during class.)
• IF you have any questions about a library assignment, ask me--I welcome questions!

ALL ASSIGNMENTS SUBMITTED IN WEBCT ARE DUE BEFORE START OF NEXT CLASS MEETING UNLESS OTHERWISE STATED!

Academic honesty is expected as standard behavior in the university environment.

• Copying text and presenting as your own work will get you ZERO on assignments.
• You are expected to provide answers in your own words as will turning in the exact same answer as a classmate when working together but turning in separate work will be counted as plagiarism.
• Plagiarism on the annotated bibliography will earn you a ZERO for the entire module.

Grading rubric for the library module

Note: The Office of Disabled Student Services provides a variety of services and resources to students. Students with disabilities should contact me immediately to ensure appropriate accommodations are made during the Library Module.

Day 1: Monday, September 14

• Classroom Expectations/Syllabus
• Using APA Style
• What is an annotated bibliography assignment?
• Advanced internet searching: Guess the Google

After today's meeting

• HW 1: Find 3 websites related to your topic (one ".edu", one ".gov", and one from "wikipedia.org" Use the Evaluating Websites and pp. 102-103 from your textbook to help you compare the three websites and summarize your findings in a few sentences. Cite your 3 websites using APA style which includes each site's URL (see OWL's Reference List: Other Non-Print Sources for help).  Submit in WebCT before next class. 15 points.
• Readings: CSUSM custom section of GEL textbook (part I) pp. 83-87 and 96-98. (review of search tools and internet on pp. 88-91)

Rubric and Model links for the Annotated Bibliography

An annotation is a brief summary of a book, article, or other publication. Its purpose is to describe the work in such a way that the reader can decide whether or not to read the work itself.

Annotations often appear as part of a bibliography, the list of sources that is standard in scholarly books and articles, including most student papers.

When a bibliography includes annotations it is known as an annotated bibliography.

These are 6 points to help you write your annotated bibliography (not necessarily in this order):
          1. What are the qualifications of the author?
          2. What is the main purpose of the text? (summarize in one or two sentences)
          3. How does this source relate to your topic?
          4. What is the viewpoint or bias of the author?
          5. Who is the intended audience of this work?
          6. What is your final comment on this work?
Basically, keep it short and straightforward by using the 6 points above (from GEL Text, Part I, p. 106).

Checklist for the GEL Annotated Bibliography Assignment

Four sources: one from each of the following categories: Scholarly article, Book or Book Chapter, Media, and Popular Press Article. Credit will not be given on items that duplicate a category (e.g., no credit for a second youtube site.)

APA citation format, using the 2009 6th edition of The Publication Manual of the American Psychological Association

Annotation paragraph for each citation as demonstrated in the model below and covering the points in the Rubric for authority, summary, and usefulness to your research.

Grammatically correct.

Sample Annotated Bibliography

From your own Internet searching, you probably realize there is an overwhelming amount of information available online. You might feel comfortable searching online-- but doing a Google search and using the first few results for your paper does not constitute college research!

Anyone can put up a website. How do you know that its information is accurate, legitimate or current? Refer to the Custom text, pp. 102 before choosing to include the information you find in your research project.

Ask yourself these questions as if you are reading someone else's paper in order to grade it and are reviewing the bibliography and find websites listed:

1. Who made this site?
2. What is its purpose?
3. Where does the information come from?
4. How current is the website?

 

If you cannot answer these questions or the answers are weak, it is best to find other sources of information.