Course Examples

This course met once a week at the Ransom Center to work with primary sources within their archival collections. Questionsabout the power of archives to frame understanding, to delimit self and Other, and to constitute and challenge the terms of national, regional, or social belonging were explored. The class explored how archives are defined, critiqued, andcreated. The syllabus and final paper prompt are included in this resource.

In this course, students work in groups to deeply research a local issue, culminating in a research paper and presentation to leaders in the community working to address these local issues. Broad areas have included education, transportation, energy and health. Each time the course is taught, the faculty member, librarian and TA meet the semester before to discuss possible narrower issues and develop prompts. The librarian then creates research guides for each group and leads a hands-on instruction session where students work in their groups to begin to identify useful sources. Students learn to research their local issues on the web and in popular sources, to find credible statistical data and to find scholarly articles about the issue and models for addressing it that they then use to contextualize their issue and propose solutions.

This assignment integrates two components of a Signature Course: a collection found in the Dolph Briscoe Center for American History (a campus gem) and library research on a chosen item from that collection (information literacy). Using historical political cartoons authored by John Knott of the Dallas Morning News, students selected, read, and contextualized a cartoon using UT Libraries resources. Students conducted research related to their cartoon and addressed issues of context, bias, and citation in order to write up a blog post describing their research process.This assignment asks students to find the original news article that accompanied the selected political cartoon; read about the context of the political cartoon using background information; and summarize the topic and humor being depicted in the cartoon.

This course required students to write a research paper, scaffolded through the semester with feedback and revision along the way. The librarian created a "Choose a Topic" worksheet to guide students to find a topic of interest and relevance to them early in the semester. Students then had to complete a Source Identification and Analysis Assignment that required them to find 4 sources, including 2 print books in the library, and evaluate them. After students turned in that assignment, they came to a librarian-led instruction session organized around their questions from the assignment. In addition to discussing evaluation and search during the session, the librarian created a tailored research guide for students to use throughout the semester.

This course required students to do two research assignments. The first, a book review, required students to read a book about a child in another culture and write a review informed by background information about that culture. The librarian created a research guide teaching students how to find the book in the Libraries, find book reviews to get a sense of how they are written, and explore scholarly encyclopedias for background information. The second, larger research assignment asked students to research a topic related to the course, write a paper and do a multi-media presentation. This assignment was scaffolded with a paper topic, a list of sources and source analyses, and drafts due at different points. The librarian created a research guide and led an instruction session to help students find and evaluate books, articles and statistics for their paper and find still and moving images for their presentation. The librarian also created a Source Analysis Assignment students turned in with their initial sources.

Students in this course were asked to find sources for their final term paper and compile an annotated bibliography before writing their final term paper. In addition to summarizing each source, the annotations included an evaluation of each source's relevance, accuracy, and quality. These concepts and evaluation skills were first introduced during a library instruction session; the assignment reinforced these skills.

This seminar included two library instruction sessions led by the course librarian. The first session focused on evaluating sources, with the goal of introducing the difference between popular and scholarly information as well as primary and secondary sources. Students were introduced to a historical event relevant to the course content through a video and then worked in groups to evaluate a source related to that event by filling in a worksheet collaboratively in GoogleDocs. The second session helped students create a research strategy for their final case study projects and prepared them to create an annotated bibliography on their chosen topic prior to writing their final paper. All of these activities were supported by an online course research guide.

This seminar focused on using evidence to build an argument, with several classroom activities and assignments designed to teach students how to find and evaluate information as they prepared for a debate at the end of the course on the question "Should Traditional System of Care (TSC) treatments be covered under health care reform?" The librarian worked with the faculty member to integrate two tutorials into the beginning of the course, All About Plagiarism and How to Read a Scientific Paper, with a quiz integrated into Blackboard for each tutorial. Students attended a library instruction session designed to support a Developing & Researching Your Argument activity that led students through the process of using background information to build an argument and then find credible evidence to support that argument. Students continued their research by creating an annotated bibliography that presented the evidence from both popular and scholarly sources that they would be using to support their argument in the debate. These two assignments are included in the download for this course. A course research guide supported all of the assignments.

In this seminar, students completed an initial research exercise that required them to find two sources that supported a journalist's reporting on an event related to 9/11. Students completed this assignment before meeting with the course librarian, using the online course research guide to support their initial searching. The librarian also created a rubric for the exercise that the faculty member could use to assess student performance. The library instruction session was scheduled after students developed a research question abstract for their topic, allowing the librarian to work with them during the session to narrow their focus and develop a research strategy to find sources for their final research paper.

Students in this class had to choose a topic related to human information processing and write a paper about it. Because they were new to the concept of human information processing, choosing a topic was especially difficult. They completed this assignment to help them choose a topic and then had a library session during which they learned how to find and evaluate sources for their papers.

The students were assigned an "Everything but the Paper" project that scaffolded the teaching of research and writing throughout the semester. Throughout the semester, they turned in a topic proposal, a source analysis, an annotated bibliography, an outline, a thesis statement, an introduction and a conclusion. The faculty member, UGS writing coordinator and librarian worked together to create the assignment prompts. In addition, students were assigned the Avoiding Plagiarism tutorial, received a tailored research guide, and attended an instruction session led by librarians.

The students had 3 writing assignments over the course of the semester that connected to each other in terms of focus. The librarian worked with the faculty to develop two of those assignments, a commodity chain assignment and a primary source assignment. In addition, the librarian created a tailored research guide and students came to the library for a hands-on instruction session.

This course received an Embrey Women’s Human Rights Initiative grant to support the use of primary source materials to teach students about women's human rights in the context of the course material. The instructor asked her students to incorporate archival material into a paper they were writing for the class. In addition to completing the Tutorial for Archival Research on Women's Human Rights, students also used a Document Analysis Worksheet to evaluate the chosen primary resource. Students were then graded on their ability to evaluate and integrate their primary source into a paper using the Archival Research Paper Rubric.

Students deeply engaged with two scholarly sources they chose on a topic related to the course in order to learn how to read and use scholarly sources and recognize that scholarship is a conversation. The three-part assignment was scaffolded over the semester. The first part asked students to identify two peer-reviewed articles and write an annotated bibliography; the second part asked students to write an introduction, thesis and outline; and the third part asked students to write a paper discussing the two articles in relation to one another. The course librarian provided an instruction session, developed a tailored research guide and rubrics for the annotated bibliography, and assisted with the assessment of the annotated bibliographies using the rubric.A paper submitted for this course received the 2014 Signature Course Information Literacy Award from the UT Libraries.

In this course, students had to choose 5 newspaper articles about US foreign policy toward Pakistan, conduct an ideological analysis of the coverage and assess how good a job the reporter did. Because this paper required an understanding of Pakistan and US policy toward Pakistan, librarians created an exercise and tailored guide to help students find and evaluate background information about the politics and history of Pakistan and US-Pakistan relations.

To gain an introduction to finding scholarly articles, students were asked to find and evaluate two peer-reviewed sources related to a text being discussed in the course. An online course research guide to support this assignment and rubric for grading were also created.

This course received a Embrey Women’s Human Rights Initiative grants to support the use of primary source materials to teach students about women's human rights in the context of the course material. The librarian and the archivist for the UT Human Rights Documentation Initiative consulted with the Teaching Assistant to identify online primary source material documenting contemporary women's rights issues in Russia. The librarian presented several scenarios for using the primary sources to support the discussion section, including having students compare and contrast two primary sources on the same topic, choosing two primary sources on a topic from different periods of time and having a discussion about how they differ and what's changed, and using a contemporary primary source that could facilitate discussion of the themes of the novels being reading read in the course. The teaching assistant chose an interview with a Russian sex worker and discussed the video during class, relating it to a course lecture on sex trafficking and tying it to the novels that were being discussed in the course.

In this course, students work in small groups on a Meeting of the Minds project. The project either culminates in a debate, a research paper or a grant proposal. For each source students use, they fill out a Source Analysis Worksheet. Librarians also provide instruction sessions about finding and evaluating information and are added to the course Blackboard site to answer reference questions and add research guides and tutorials.

Students prepared for the research they would be required to do throughout the course by finding, citing, and evaluating scholarly articles related to a guest lecture they would be attending. Students created a short annotated bibliography of three peer-reviewed journal articles using APA format. The assignment was supported by an online course research guide and an in-person library instruction session during the discussion section of the course. Students were able to use the research guide and meet individually with the course librarians for research assignments later in the semester.