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English Composition

Use this tool to understand how the research skills contained in the course outcomes, or other indicators, align with developmental stages of information literacy and critical thinking. See how PCC Librarians can help support the integration of research concepts and skills at levels appropriate to the course outcomes. This guide was prepared by the PCC librarians for English Composition (WR 123)

Research support framework

The following shows where English Composition fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Critical Thinking Support
  • I can explain and describe my position on this issue, and support it with primary sources
  • I can accurately summarize the scholarly conversation
Cognitive domains and information literacy outcomes: 
Scholarship
  • Complexity in research and analysis
  • Participant in scholarly conversation

Library support of CCOGs

These are the course outcomes and other indicators which require library support.

Intended course outcomes related to information literacy: 
  • Independently locate, examine, select, evaluate, and use various sources, including electronic sources

 

Other indicators of required information literacy outcomes: 
  • Engagement with scholarship and participation in a community of scholars

Course integrated research support

These are the ways that the librarians can support information literacy achievement for the students in this course.

Corresponding information literacy outcomes: 
  1. Pursue research using primary sources
  2. Locate published sources which reflect various points of view
  3. Select relevant and authoritative sources of evidence (statistics, studies, interviews, government data)
  4. Use peer-reviewed articles to identify components of the scholarly conversations taking place
  5. Follow proper MLA format for incorporating and citing sources

 

Information literacy instructional objectives: 
  1. Interpret thesis statement into search strategy language, using discipline-specific search terms and identify potential sources of data outside the library (interviewees, video, current researchers)
  2. Define the diction which indicates points of view on a topic and use to search in relevant library databases
  3. Identify strategies for verifying authority of sources
  4. Limit to peer-reviewed sources when searching library databases and determine what the focus of the research project was
  5. Correct common mistakes in generated citations to proper MLA format

 

Bridging competencies: 
  • Ability to identify intended audience of various sources
  • Ability to use various search interfaces in different databases
  • Understand when and how to use interlibrary loan