Title: ACAD 1199 Quizzes
Course: Library Instruction Tutorials

Feedback shared by this category's questions, if right: Yes, it is an investigation you control from start to finish. It is also a form of structured inquiry that is unpredictable, sometimes frustrating, but ultimately rewarding. She argues that you can do it.
Feedback shared by this category's questions, if partly right: Actually, it is an investigation you control from start to finish. It is also a form of structured inquiry that is unpredictable, sometimes frustrating, but ultimately rewarding. She argues that you can do it.
Feedback shared by this category's questions, if wrong: No, it is an investigation you control from start to finish. It is also a form of structured inquiry that is unpredictable, sometimes frustrating, but ultimately rewarding. She argues that you can do it.

Q: How does the author of The Elements of Library Research, Mary George, define library research?  Mark all that apply.
- A mystery (No, she says that library research is not a mystery. It is an investigation you control from start to finish.)
- A lucky dodge (No, she says that library research is not a lucky dodge. It is an investigation you control from start to finish.)
- An investigation you control from start to finish. (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- Unpredictable (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- Sometimes frustrating (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- Ultimately rewarding (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- A form of structured inquiry
A: An investigation you control from start to finish.; Unpredictable; Sometimes frustrating; Ultimately rewarding; A form of structured inquiry

Q: What will the rest of this book talk about?  In other words, which topics will she discuss in chapters two through five?
- The idea of library research as inquiry (Yes, The Elements of Library Research will talk about this, but it will also cover: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
- Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. (Yes, The Elements of Library Research will talk about this, but it will also cover: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
- Practical matters everyone must confront in the course of research. (Yes, The Elements of Library Research will talk about this, but it will also cover: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
- Ways of evaluating sources (Yes, The Elements of Library Research will talk about this, but it will also cover: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
- The changing nature of the research process or the dynamism of inquiry (Yes, The Elements of Library Research will talk about this, but it will also cover: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
- All of the above. (Yes, The Elements of Library Research will talk about all of these topics: - The idea of library research as inquiry - Fundamental and flexible strategies for library research strategies and tools you need to wield at at each stage. - Practical matters everyone must confront in the course of research. - Ways of evaluating sources - The changing nature of the research process or the dynamism of inquiry)
A: All of the above.

According to Mary George: "Everyone starting a complex inquiry needs to discover two things: as much background information as possible on their topic of interest; and the research, conclusions, and opinions of others who have examined the same topic and asked similar questions about it" (11-12).  Why do you think she says this?  For full credit, write at least two complete sentences.  You may include examples.
Feedback: Gathering as much background information as possible allows you to understand what has been written, so you can add to the conversation and provide your own insight. Her example of Sir Isaac Newton illustrated this point perfectly. He claimed to have accomplished so much as a scientist and mathematician, because he stood on the shoulders of giants. He built on what others had already learned.

Q: What are the goals of the LLIB 1115--Introduction to Information Research course?
- Know how information is created, owned, and shared
- Use information correctly and honestly
- Recognize the circumstances when information is needed well as the type and quantity of information necessary
- Be able to find information without wasting a lot of time
- Examine information for its reliability
- All of the above.
A: All of the above.
Feedback: Goals for this course: 1. Identify what kind and how much information is needed in order to get something done, like writing a college paper, starting a bee colony business, traveling to another country, and so forth. 2. Search, recognize, and find different types of sources in both digital and printed formats. Do this well and in a timely manner. Find credible sources that meet an information need. 3. Evaluate sources of information for their credibility. Explain why an author is qualified to write on a given topic, how a source answers a research question, why the currency of a source is or is not important, how you know a source contains accurate and honest information, and why the purpose matters. 4. Understand how money, ethics, laws, and society influence the creation, sharing, possession, as well as ownership and use of information. 5. Use information effectively and ethically to get something done. The final project will be an annotated bibliography and serve as evidence that you can effectively identify and find sources that address a specific research question. Summaries and documented references will show that you know how to evaluate information as well as use it ethically and legally.

Q: Why is attendance important for this class?  Mark all that apply.
- Attendance is necessary for me to learn the most I can. (Attendance is necessary for you to learn the most you can. Your classmates will learn more if you attend and participate in class. Attendance will increase your chances of success in class.)
- My classmates will learn more if I attend and participate in class. (Attendance is necessary for you to learn the most you can. Your classmates will learn more if you attend and participate in class. Attendance will increase your chances of success in class.)
- Attendance will increase my chances of success in class. (Attendance is necessary for you to learn the most you can. Your classmates will learn more if you attend and participate in class. Attendance will increase your chances of success in class.)
- Attendance is not important for this class. (No, attendance is important for this class.)
- I will not be penalized if I miss too many classes. (No, you will be penalized if you miss too many classes.)
A: Attendance is necessary for me to learn the most I can.; My classmates will learn more if I attend and participate in class.; Attendance will increase my chances of success in class.
Feedback: Attendance is necessary for you to learn the most you can. Your classmates will learn more if you attend and participate in class. Attendance will increase your chances of success in class.

What did you learn about the reading assignment?  This is a bonus question.  For full credit write at least two complete sentences.  Specific items mentioned about the reading assignment will help you earn extra credit.

Q: Match the terms with the correct definition as given in Mary George's book, The Elements of Library Research (pgs 14-36).
- Note taking | Using your mind, a keyboard, or a pen/pencil to record intriguing facts or ideas
- Tool | Encapsulates common knowledge or points you to a source
- Source | Evidence that supplies at least a partial answer to your inquiry
- To find | To discover facts about, to identify the existence of, to locate, to obtain, or several of these actions at once.
- Topic Selection Method 1 | Ask your instructor
- Topic Selection Method 2 | Read summaries

Q: According to Mary George, all research projects require...

Select all that apply.
- An imagination
- An ability to turn an assignment into an investigation
- Field work experimentation
- An ability to turn a topic into an inquiry
- Books
- Cited sources
A: An imagination; An ability to turn an assignment into an investigation; An ability to turn a topic into an inquiry

Q: Mary George defines a research project as any task that requires, or would benefit from, factual information or opinions you do not already have.
- True (Yes, this is how she defines a research project.)
- False (No, this is not how she defines a research project.)
A: True
Feedback: Mary George defines a research project as any task that requires, or would benefit from, factual information or opinions you do not already have.

Q: Mary George, the author of The Elements of Library Research, suggests the idea of browsing as a method for choosing a topic.  According to her, what are two ways to browse for a "simpatico topic"?  Select two answers.
- Surfing the internet and browsing the websites that come up. (The internet can be a great tool for discovering new ideas that could be useful as research topics, but this is not one of the suggestions Mary George gave for browsing.)
- Going to a bookstore to see books that might be interesting. (This would not necessarily be a bad idea (unless the bookstore contains only fiction titles) for choosing a topic; however, this is not one of the suggestions Mary George gave for browsing.)
- Looking at a list of sources in a textbook, encyclopedia, or sources suggested by your instructor. (Yes, Mary George says this method is one that "is often right under your nose" (36). Choose a section of your book or read one of the "further readings" that interests you. Look at the books it cites and look them up in the library catalog. This strategy can launch you into sources right away.)
- Look into a primary source to see what it tells you and attempt to understand it in its original context. (No, this is not a method for browsing, rather, it is Mary George's topic selection number four. This is still a great method for selecting a topic, and many individuals cite this activity as one that attracted them to their careers.)
- Find a book that you like. Look it up in the library catalog. Go to the library shelves and scan the books there for any that catch your eye. (Yes, Mary George lists this a recommended suggestion for browsing for a topic. In fact, it is closely related to the first idea (browsing lists of sources in textbooks and encyclopedias). Finding a book title in a textbook or encyclopedia that looks interesting can open the catalog and tell you where other interesting books may be.)
A: Looking at a list of sources in a textbook, encyclopedia, or sources suggested by your instructor.; Find a book that you like. Look it up in the library catalog. Go to the library shelves and scan the books there for any that catch your eye.

Q: According to Mary George, what is the most important element in the research process?
- Brainstorming research questions (No, George writes: "Students nearly drown in a sea of sources, because they rush from the shore into the waves, clutching their topic like a surfboard but without any idea of how to ride it or what to do when the tide turns. This is what happens when students ignore the most important element in the research process: engaging their imagination before they sally forth" (43).)
- Topic Selection (No, George writes: "Students nearly drown in a sea of sources, because they rush from the shore into the waves, clutching their topic like a surfboard but without any idea of how to ride it or what to do when the tide turns. This is what happens when students ignore the most important element in the research process: engaging their imagination before they sally forth" (43).)
- Developing a research plan (No, George writes: "Students nearly drown in a sea of sources, because they rush from the shore into the waves, clutching their topic like a surfboard but without any idea of how to ride it or what to do when the tide turns. This is what happens when students ignore the most important element in the research process: engaging their imagination before they sally forth" (43).)
- Engaging your imagination before jumping in. (Yes, George writes: "Students nearly drown in a sea of sources, because they rush from the shore into the waves, clutching their topic like a surfboard but without any idea of how to ride it or what to do when the tide turns. This is what happens when students ignore the most important element in the research process: engaging their imagination before they sally forth" (43).)
- Evaluating sources and ideas (No, George writes: "Students nearly drown in a sea of sources, because they rush from the shore into the waves, clutching their topic like a surfboard but without any idea of how to ride it or what to do when the tide turns. This is what happens when students ignore the most important element in the research process: engaging their imagination before they sally forth" (43).)
A: Engaging your imagination before jumping in.

Q: How does the book define or describe the brainstorming process?  Select all that apply.
- Engaging your imagination (No, but engaging your imagination is considered the most important element of the research process. "Brainstorming means examining your topic from a variety of angles--keeping an open mind and an open research log, the former to invite new ideas and the latter to house them" (George 49).)
- Examining your topic from a variety of angles (Yes. "Brainstorming means examining your topic from a variety of angles--keeping an open mind and an open research log, the former to invite new ideas and the latter to house them" (George 49).)
- Reading encyclopedia articles (No. "Brainstorming means examining your topic from a variety of angles--keeping an open mind and an open research log, the former to invite new ideas and the latter to house them" (George 49).)
- Keeping an open mind to invite new ideas (Yes. "Brainstorming means examining your topic from a variety of angles--keeping an open mind and an open research log, the former to invite new ideas and the latter to house them" (George 49).)
- Keeping an open research log to house ideas (Yes. "Brainstorming means examining your topic from a variety of angles--keeping an open mind and an open research log, the former to invite new ideas and the latter to house them" (George 49).)
A: Examining your topic from a variety of angles; Keeping an open mind to invite new ideas; Keeping an open research log to house ideas

Q: In the final brainstorming step, Ms. George asks the question: "Who cares?"  She asks that students consider "key players" that "have weighed in on the research questions you plan to address" (60).  Who might these "key players" be?
- Usually not specific people (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Whole disciplines (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Organizations (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Interest groups (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- All of the above. (Yes, key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
A: All of the above.

Q: Which two of Mary's Maxims were included in the required readings for this week?
- Imagination and insight are inseparable (No, just maxims number 4 & 5 were part of the readings today. This is maxim #1.)
- Be sure you understand the assignment (No, just maxims number 4 & 5 were part of the readings today. This is maxim #2.)
- Never reject a crazy idea, just record it. (Yes, this is Mary's Maxim #4. Maxims number 4 & 5 were part of the readings today.)
- When picking a topic, like it or leave it or tweak it. (No, just maxims number 4 & 5 were part of the readings today. This is maxim #3.)
- Practice thinking about sources. (Yes, this is Mary's Maxim #5. Maxims number 4 & 5 were part of the readings today.)
A: Never reject a crazy idea, just record it.; Practice thinking about sources.

Q: The purpose of a search strategy is to help you answer your research questions thoroughly, efficiently, and appropriately for your assignment.
- True (Yes, the purpose of a search strategy is to help you answer your research questions thoroughly, efficiently, and appropriately for your assignment.)
- False (No, the purpose of a search strategy is to help you answer your research questions thoroughly, efficiently, and appropriately for your assignment.)
A: True

Q: Mary George, in the section on a basic search strategy, suggests that researchers keep or compile several lists.  Which of the following are lists that she recommended researchers create?
- Relevant term or phrases for your research, plus synonyms (Yes, this is one of the lists she encourages researchers to begin to compile. Continue this practice of compiling such a list throughout the library research process.)
- Call numbers you encounter (Yes, this is one of the lists she encourages researchers to begin to compile. Continue this practice of compiling such a list throughout the library research process.)
- Subject headings (Yes, this is one of the lists she encourages researchers to begin to compile. Continue this practice of compiling such a list throughout the library research process.)
- Names of experts who have studied or written about your research questions (Yes, this is one of the lists she encourages researchers to begin to compile. Continue this practice of compiling such a list throughout the library research process.)
- Titles of scholarly journals that publish in the field(s) you are exploring (Yes, this is one of the lists she encourages researchers to begin to compile. Continue this practice of compiling such a list throughout the library research process.)
A: Relevant term or phrases for your research, plus synonyms; Call numbers you encounter; Subject headings; Names of experts who have studied or written about your research questions; Titles of scholarly journals that publish in the field(s) you are exploring

Name at least two kinds of "fact tools" or reference resources.
Feedback: Answers may include but are not limited to: - Encyclopedias - Dictionaries - Manuals - Textbooks - Gazateers - Atlases - Almanacs - Handbooks

Q: Match the following terms with their definitions.
- A finding tool that identifies the whole-book sources in a specific collection. | A catalog
- A finding tool that identifies the topics treated in a book. | An index
- A finding tool that identifies sources of any sort that have a specific scope. | A bibliography
- is a finding tool that identifies the individual articles appearing in issues of a specific group of periodicals. | An index
- A hybrid tool that offers facts and finding aids. | An encyclopedia
- Are ad hoc, sometimes you need them, sometimes you don't. | Fact tools
- Scout broadly and trap liberally--that is, acquire more sources than you may in fact employ in your argument. | Quantity
- Where inquiry meets reality. | The hunt
- Acquiring sources discovered in bibliographies, footnotes, readings, etc., often with author or title searches | Trapping
- Exploring to see what sources there are, usually with keyword or subject searches. | Scouting

Q: Match the word with its definition or search type.
- Scouting | exploring to see what sources there are, usually with keyword or subject searches.
- Trapping | acquiring sources discovered in bibliographies, footnotes, readings, etc., often with author or title searches
- Encyclopedia | A hybrid tool that functions as a fact as well as a finding tool
- Catalog | A finding tool that identifies the whole-book sources in a specific collection
- Bibliography | A finding tool that identifies sources of any sort that have a specific scope.
- Index | A finding tool that identifies topics treated in a book or the individual articles appearing in issues of a specific group of periodicals.

Q: Concept searching involves searching a catalog or database for a book or article you have learned about.  Examples of this type of search include title and author searches.
- True (Incorrect, this is a definition for known-item searching. Concept searching involves keyword or assigned-subject searches to find out what kinds of books or articles have been discovered.)
- False (Yes, this is false. This is a definition for known-item searching. Concept searching involves keyword or assigned-subject searches to find out what kinds of books or articles have been discovered.)
A: False

Q: Known-item searching requires that you think of and compile a list of keywords to find books and articles.  It also involves searching assigned-subject descriptors or subject headings.  These kinds of searches will help you know what is out there.
- True (Incorrect, this is a definition of concept searching. Known-item searching involves searching for a reference or source you already know about. With the full citation in hand, it is easy to conduct an author or a title search in a catalog or a database.)
- False (Yes, this is false, because this is a definition of concept searching. Known-item searching involves searching for a reference or source you already know about. With the full citation in hand, it is easy to conduct an author or a title search in a catalog or a database.)
A: False

Q: Mary George says: "Keywords are the vocabulary that surrounds your research question" (102).  She even admits that when she works with students during their search process "we often miss important terms on the first try" (102).  Where can you discover keywords:
- From your research assignment
- Brainstorming with friends
- Thinking about your topic and research question
- Conferring with your teacher
- From your background reading
- Looking up words in a dictionary or thesaurus
- All of the above.
A: All of the above.
If right: Yes, all of the options are correct, so the answer is "all of the above."
If partly right: Sorry, all of the options are correct, so the answer is "all of the above." Remember to write down potentially useful keywords. If you do not know their usefulness, write them down anyway, so you can test them.
If wrong: Sorry, all of the options are correct, so the answer is "all of the above." Remember to write down potentially useful keywords. If you do not know their usefulness, write them down anyway, so you can test them.

Q: Mary George writes: "The parentheses around the different concept groups are there to..." (104).
- "...make the search statement look weird." (They might look weird but parentheses keep synonyms grouped together and do make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first.)
- "...make words stick together as a phrase." (No, quotations are used to make words stick together as a phrase. Parentheses, on the other hand, keep synonyms grouped together and do make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first.)
- "...reduce the number of results." (No, synonynyms connected with the OR operator actually expand the number of results. Parentheses "...keep each set of synonyms together." They also make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first. The AND operator actually reduces the number of returned results.)
- "...keep each set of synonyms together." (Yes, parentheses keep synonyms grouped together and make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first.)
- All of the above. (No, parentheses keep synonyms grouped together and make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first. Synonynyms connected with the OR operator actually expand the number of results.)
A: "...keep each set of synonyms together."

Q: The important, and difficult, thing to understand is that Boolean logic is the opposite of addition and subtraction in arithmetic.  When you add concepts to one another in a Boolean search (using the connector and), you are reducing the number of results you will get from a catalog or database because you are being more precise about what you want.
- True (Yes, this is a direct quote from page 108. Sample search: apples and oranges and pears = All the results must have each and every one of these words somewhere in the record, whether they appear in the title, summary, subject heading, publisher's name, etc. it does not matter. This reduces the number of results in the end.)
- False (No, this is a direct quote from page 108. Sample search: apples and oranges and pears = All the results must have each and every one of these words somewhere in the record, whether they appear in the title, summary, subject heading, publisher's name, etc. it does not matter. This reduces the number of results in the end.)
A: True

Q: Insight, as defined in Mary George's book,...
- is the evolution from idea-glimmer to idea glow. (Yes, this is one of several definitions for the word "insight." The answer was "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
- is a researcher's own idea or answer to a research question, based on sources and reflection. (Yes, this is one of several definitions for the word "insight." The answer was "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
- occurs at an unpredictable point in the research process. (Yes, this is one of several definitions for the word "insight." The answer was "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
- leads to the formulation of a thesis statement and argument. (Yes, this is one of several definitions for the word "insight." The answer was "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
- is also called an "Aha!" moment or focus. (Yes, this is one of several definitions for the word "insight." The answer was "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
- is all of the above. (Yes, is "all of the above." Insight is the evolution from idea-glimmer to idea glow. (p.126) Insight is a researcher's own idea or answer to a research question, based on sources and reflection. (p.176) Insight occurs at an unpredictable point in the research process. (p.176) Insight leads to the formulation of a thesis statement and argument. (p.176) Insight is also called an "Aha!" moment or focus. (p.176))
A: is all of the above.

Q: According to the book, sources...
- can summarize previous work. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- can offer a fact. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- can validate a method. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- can justify a finding. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- can clarify a point. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- precede and support an argument, not vice versa. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
- All of the above. (This is only part of the answer. All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).)
A: All of the above.
Feedback: All the answers are partially correct, so the final answer "All of the above" is wholly correct. In the section subtitled "On Using Sources," Mary George makes the point that "There are as many ways to use sources as there are researchers who discover them" (138). She also emphasizes the point that "sources precede and support an argument, not vice versa" (138). She explains this last idea in these terms: "If you are working from a preconceived opinion, rather than from a genuine research question, then you have matters backward" (138).

Q: The author of the textbook writes: "You cannot evaluate your sources in the abstract, but only with an end in view--that is, in the context of the argument you are devising.  You need to consider each source in relation to [...]" (George 131).
- your classmate's research question. (No, this is not one of the four things she recommended that you consider when evaluating each source you find. Consider the following four items: 1. your general topic. 2. your research question. 3. your insight once it happens. 4. how you might use it, the balance or variety or voice it can lend your presentation.)
- your general topic. (Yes, this is one of the four things she recommended that you consider when evaluating each source you find: 1. your general topic. 2. your research question. 3. your insight once it happens. 4. how you might use it, the balance or variety or voice it can lend your presentation.)
- your research question. (Yes, this is one of the four things she recommended that you consider when evaluating each source you find: 1. your general topic. 2. your research question. 3. your insight once it happens. 4. how you might use it, the balance or variety or voice it can lend your presentation.)
- your insight once it happens. (Yes, this is one of the four things she recommended that you consider when evaluating each source you find: 1. your general topic. 2. your research question. 3. your insight once it happens. 4. how you might use it, the balance or variety or voice it can lend your presentation.)
- how you might use it, that is, the balance or variety or voice it can lend your presentation. (Yes, this is one of the four things she recommended that you consider when evaluating each source you find: 1. your general topic. 2. your research question. 3. your insight once it happens. 4. how you might use it, the balance or variety or voice it can lend your presentation.)
- your brainstorming session. (No, this is not one of the four things she recommended that you consider when evaluating each source you find. Consider the following four items: 1. your general topic. 2. your research question. 3. your insight once it happens. 4. how you might use it, the balance or variety or voice it can lend your presentation.)
A: your general topic.; your research question.; your insight once it happens.; how you might use it, that is, the balance or variety or voice it can lend your presentation.

Q: Why is evaluation such a critical part of the research process?  Mark all answers that apply.
- The unexamined life is not worth living, said Socrates. So too, the unexamined source is not worth finding. (Yes, this is one of the four possible answers listed in the book. There may certainly be more. Gaining evaluation skills will help you throughout your life.)
- You need to judge tools and sources as you go and expect to modify your thoughts, your subsequent steps, and sometimes even your research question, based on your judgments in order to find sources worth finding. (Yes, this is one of the four possible answers listed in the book. There may certainly be more. Gaining evaluation skills will help you throughout your life.)
- You can better choose and employ reference tools as you see what sources you are--and are not--uncovering. (Yes, this is one of the four possible answers listed in the book. There may certainly be more. Gaining evaluation skills will help you throughout your life.)
- You can determine as early as possible how a specific source may fit into your future presentation. (Yes, this is one of the four possible answers listed in the book. There may certainly be more. Gaining evaluation skills will help you throughout your life.)
A: The unexamined life is not worth living, said Socrates. So too, the unexamined source is not worth finding.; You need to judge tools and sources as you go and expect to modify your thoughts, your subsequent steps, and sometimes even your research question, based on your judgments in order to find sources worth finding.; You can better choose and employ reference tools as you see what sources you are--and are not--uncovering.; You can determine as early as possible how a specific source may fit into your future presentation.

Q: Mary George wrote: "At least once while you are still in the scouting-and-trapping mode, I urge you to discuss the sources you have identified with your professor and a librarian."
- True (Yes, Mary George did write: "At least once while you are still in the scouting-and-trapping mode, I urge you to discuss the sources you have identified with your professor and a librarian" (137). Please come talk to me about your sources, and I can give you some one-on-one feedback. I keep office hours on Tuesdays from 4-5 pm. Set an appointment with me. Consider showing your sources to one of my colleagues at the reference desk. They can help you, too.)
- False (No, Mary George did write: "At least once while you are still in the scouting-and-trapping mode, I urge you to discuss the sources you have identified with your professor and a librarian" (137). Please come talk to me about your sources, and I can give you some one-on-one feedback. I keep office hours on Tuesdays from 4-5 pm. Set an appointment with me. Consider showing your sources to one of my colleagues at the reference desk. They can help you, too.)
A: True

Q: According to Mary George: "Everyone starting a complex inquiry needs to discover two things." Mark the two correct answers below.
- as much background information as possible on their topic of interest
- the interplay of ideas (yours) with sources (from outside yourself)
- why anyone does research in the first place
- the research, conclusions, and opinions of others who have examined the same topic and asked similar questions about it
- the nature and discovery of sources
A: as much background information as possible on their topic of interest; the research, conclusions, and opinions of others who have examined the same topic and asked similar questions about it

Q: Mary George suggests that students look at sources, including books, listed in their textbook or mentioned by their instructor, search for these books in the library catalog, and then go browse among "the stacks" or shelves when looking for a pleasing topic. Why does she claim that "a bonanza awaits you" even if the book you are looking for is not on the shelf?
- On both sides of the book you set out to find will be others on the same, or closely related, themes. (Yes, "on both sides of the book you set out to find will be others on the same, or closely related, themes. Hence, you can browse, or scan, your way to an exciting topic of your own by standing in one place" (37).)
- It is good practice to write down the complete call number and find it on the shelf. (No, "on both sides of the book you set out to find will be others on the same, or closely related, themes. Hence, you can browse, or scan, your way to an exciting topic of your own by standing in one place" (37). It is a good practice to write down the complete call number, but this is not the answer to this question.)
- Being in good shape will help you do better research. Walking to find a book in the library is good exercise. (No, "on both sides of the book you set out to find will be others on the same, or closely related, themes. Hence, you can browse, or scan, your way to an exciting topic of your own by standing in one place" (37). I do think that exercise is important, but it is not the correct answer for this question.)
- Most library catalogs allow you to search using a call number instead of an author's name, book title, or keyword. (While this statement is true, it doesn't answer the the question at hand. The answer is that "on both sides of the book you set out to find will be others on the same, or closely related, themes. Hence, you can browse, or scan, your way to an exciting topic of your own by standing in one place" (37).)
A: On both sides of the book you set out to find will be others on the same, or closely related, themes.

Q: One way to discover a captivating topic is to look deeply into a primary source to see what it tells you and to attempt to understand it in its original context
- True (Yes, Mary George writes: "One way to discover a captivating topic is to look deeply into a primary source to see what it tells you and to attempt to understand it in its original context. When experts in any field describe how they become hooked on a topic, they often will allude to pondering a primary source" (41).)
- False (No, Mary George writes: "One way to discover a captivating topic is to look deeply into a primary source to see what it tells you and to attempt to understand it in its original context. When experts in any field describe how they become hooked on a topic, they often will allude to pondering a primary source" (41).)
A: True

Q: When browsing for books in the library, Mary George recommends you do which of the following after you have found the book you wanted?
- Carefully examine the book you came to find. (Yes, this is part of the answer. Following is a more complete list: carefully examine the book you came to find. Look at the table of contents. Flip through the text to determine if there are diagrams, maps, photographs, or other features that look interesting. Pay attention to the author's notes and documentation. Skim any indexes, looking for names or events or concepts that pertain to your tentative topic. Carefully examine other books near the one you came to find.)
- Look at the table of contents. (Yes, this is part of the answer. Following is a more complete list: carefully examine the book you came to find. Look at the table of contents. Flip through the text to determine if there are diagrams, maps, photographs, or other features that look interesting. Pay attention to the author's notes and documentation. Skim any indexes, looking for names or events or concepts that pertain to your tentative topic. Carefully examine other books near the one you came to find.)
- If you are uncertain where to put the book, just find a gap in the books and throw it in there. (No, this is not part of the answer. Following is a more correct answer: carefully examine the book you came to find. Look at the table of contents. Flip through the text to determine if there are diagrams, maps, photographs, or other features that look interesting. Pay attention to the author's notes and documentation. Skim any indexes, looking for names or events or concepts that pertain to your tentative topic. Carefully examine other books near the one you came to find.)
- Flip through the text to determine if there are diagrams, maps, photographs, or other features that look interesting. (Yes, this is part of the answer. Following is a more complete list: carefully examine the book you came to find. Look at the table of contents. Flip through the text to determine if there are diagrams, maps, photographs, or other features that look interesting. Pay attention to the author's notes and documentation. Skim any indexes, looking for names or events or concepts that pertain to your tentative topic. Carefully examine other books near the one you came to find.)
- Pay attention to the author's notes and documentation. (Yes, this is part of the answer. Following is a more complete list: carefully examine the book you came to find. Look at the table of contents. Flip through the text to determine if there are diagrams, maps, photographs, or other features that look interesting. Pay attention to the author's notes and documentation. Skim any indexes, looking for names or events or concepts that pertain to your tentative topic. Carefully examine other books near the one you came to find.)
- Skim any indexes, looking for names or events or concepts that pertain to your tentative topic. (Yes, this is part of the answer. Following is a more complete list: carefully examine the book you came to find. Look at the table of contents. Flip through the text to determine if there are diagrams, maps, photographs, or other features that look interesting. Pay attention to the author's notes and documentation. Skim any indexes, looking for names or events or concepts that pertain to your tentative topic. Carefully examine other books near the one you came to find.)
- Carefully examine other books near the one you came to find. (Yes, this is part of the answer. Following is a more complete list: carefully examine the book you came to find. Look at the table of contents. Flip through the text to determine if there are diagrams, maps, photographs, or other features that look interesting. Pay attention to the author's notes and documentation. Skim any indexes, looking for names or events or concepts that pertain to your tentative topic. Carefully examine other books near the one you came to find.)
A: Carefully examine the book you came to find.; Look at the table of contents.; Flip through the text to determine if there are diagrams, maps, photographs, or other features that look interesting.; Pay attention to the author's notes and documentation.; Skim any indexes, looking for names or events or concepts that pertain to your tentative topic.; Carefully examine other books near the one you came to find.

Q: How does the author of The Elements of Library Research, Mary George, define library research?  Mark all that apply.
- A mystery (No, she says that library research is not a mystery. It is an investigation you control from start to finish.)
- A lucky dodge (No, she says that library research is not a lucky dodge. It is an investigation you control from start to finish.)
- An investigation you control from start to finish. (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- Unpredictable (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- Sometimes frustrating (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
- Ultimately rewarding (Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding.)
A: An investigation you control from start to finish.; Unpredictable; Sometimes frustrating; Ultimately rewarding
If right: Yes, it is an investigation you control from start to finish. It is also unpredictable, sometimes frustrating, but ultimately rewarding. She argues that you, as a serious but uncertain student can do it.

Q: What are the goals of this course: ACAD 1199--Information Research?
- Help you become information literate, or be able to know when you need information, locate it, evaluate it, and use it effectively and ethically.
- Help you find sources for your academic projects more easily.
- Encourage you to develop skills that will transfer over to work in other classes and to life in general.
- All of the above.
A: All of the above.
Feedback: Goals for this course: - Help you become information literate, or be able to know when you need information, locate it, evaluate it, and use it effectively and ethically. - Help you find sources for your academic projects more easily. - Encourage you to develop skills that will transfer over to work in other classes and to life in general.

Q: Mary George, the author of The Elements of Library Research, suggests the idea of browsing as a method for choosing a topic.  According to her, what are two ways to browse for a "simpatico topic"?  Select two answers.
- Surfing the internet and browsing the websites that come up. (The internet can be a great tool for discovering new ideas that could useful as research topics, but this is not one of the suggestions Mary George gave for browsing.)
- Going to a bookstore to see books that might be interesting. (This would not necessarily be a bad idea (unless the bookstore contains only fiction titles) for choosing a topic; however, this is not one of the suggestions Mary George gave for browsing.)
- Looking at a list of sources in a textbook, encyclopedia, or sources suggested by your instructor. (Yes, Mary George says this method is one that "is often right under your nose" (36). Choose a section of your book or read one of the "further readings" that interests you. Look at the books it cites and look them up in the library catalog. This strategy can launch you into sources right away.)
- Look into a primary source to see what it tells you and attempt to understand it in its original context. (No, this is not a method for browsing, rather, it is Mary George's topic selection number four. This is still a great method for selecting a topic, and many individuals cite this activity as one that attracted them to their careers.)
- Find a book that you like. Look it up in the library catalog. Go to the library shelves and scan the books there for any that catch your eye. (Yes, Mary George lists this a recommended suggestion for browsing for a topic. In fact, it is closely related to the first idea (browsing lists of sources in textbooks and encyclopedias). Finding a book title in a textbook or encyclopedia that looks interesting can open the catalog and tell you where other interesting books may be.)
A: Looking at a list of sources in a textbook, encyclopedia, or sources suggested by your instructor.; Find a book that you like. Look it up in the library catalog. Go to the library shelves and scan the books there for any that catch your eye.

Q: According to Mary George, what is the most important element in the research process?
- Brainstorming research questions
- Topic Selection
- Developing a research plan
- Engaging your imagination before jumping in.
- Evaluating sources and ideas
A: Engaging your imagination before jumping in.

Q: An experience, idea, or insight that never leaves the mind of the thinker is a source.
- True (No, "An experience, idea, or insight that never leaves the mind of the thinker is not, and never can be, a source" (George 53).)
- False (No, "An experience, idea, or insight that never leaves the mind of the thinker is not, and never can be, a source" (George 53).)
A: False

Q: In the final brainstorming step, Ms. George asks the question: "Who cares?"  She asks that students consider "key players" that "have weighed in on the research questions you plan to address" (60).  Who might these "key players" be?
- Usually not specific people (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Whole disciplines (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Organizations (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- Interest groups (Yes, but this is only part of the answer. Key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
- All of the above (Yes, key players can be whole disciplines, organizations, and interest groups whose members have weighed in on the research questions you plan to address. They are typically not specific individuals, but they can be.)
A: All of the above

Q: Mary George explains that during the brainstorming process, students should consider the physical formats their sources they might encounter, including printed articles in newspapers, printed maps or charts, printed reference works, "raw" numbers, "cooked" numbers, digital statistical tables, electronic books by one or more authors, handwritten or typewritten manuscripts, etc.
- True (Yes, Mary George says all these kinds of physical formats should be considered when thinking about potential sources of information for a research project.)
- False (No, Mary George says all these kinds of physical formats should be considered when thinking about potential sources of information for a research project.)
A: True

Q: In The Elements of Library Research Mary George writes: "Never reject a crazy idea, just record it." During which of the seven brainstorming segments would this suggestion be most applicable?
- State your assignment in one sentence and your general research topic in another. (No, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
- Have a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore. (Yes, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
- Imagine what kinds of information would help you answer each question and where that kind of information would come from. (No, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
- What physical formats would you expect your sources of information to come in? (No, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
- What is the nature of these sources--primary, secondary, or some of each? (No, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
- What points of view are likely to be present in your sources of information, either primary or secondary?
- Who cares? (No, in a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore it makes sense to accept all ideas, even crazy ones, and write them down.)
A: Have a free-for-all discussion about your topic, with the aim of generating several specific research questions to explore.

Q: Match the following terms with their definitions.
- A catalog | is a finding tool that identifies the whole-book sources in a specific collection.
- An index | is a finding tool that identifies the topics treated in a book.
- A bibliography | is a finding tool that identifies sources of any sort that have a specific scope.
- An index | is a finding tool that identifies the individual articles appearing in issues of a specific group of periodicals.

Q: Mary George writes: "The parentheses around the different concept groups are there to..."
- "...make the search statement look weird." (They might look weird but parentheses keep synonyms grouped together and do make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first.)
- "...make words stick together as a phrase." (No, quotations are used to make words stick together as a phrase. Parentheses, on the other hand, keep synonyms grouped together and do make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first.)
- "...reduce the number of results." (No, synonynyms connected with the OR operator actually expand the number of results. Parentheses "...keep each set of synonyms together." They also make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first. The AND operator actually reduces the number of returned results.)
- "...keep each set of synonyms together." (Yes, parentheses keep synonyms grouped together and make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first.)
- All of the above. (No, parentheses keep synonyms grouped together and make it easier for the database to interpret the search command. It's an order of operations thing. Anything in parentheses needs to be computed first. Synonynyms connected with the OR operator actually expand the number of results.)
A: "...keep each set of synonyms together."

Q: Select the best answer. "Curiosity..."
- killed the cat. (While this is a popular saying, it is not found in the assigned reading. Mary George writes that curiosity begets serendipity in order to explain why browsing should be done all of the time, in each stage of the research process. Curiosity will help you find more sources and information (121).)
- leads to good things. (While this is a more or less true, it is not the best answer. Mary George writes that curiosity begets serendipity in order to explain why browsing should be done all of the time, in each stage of the research process. Curiosity will help you find more sources and information (121).)
- begets serendipity. (Yes, Mary George writes that curiosity begets serendipity in order to explain why browsing should be done all of the time, in each stage of the research process. Curiosity will help you find more sources and information (121).)
- helps with research. (While this is a more or less true, it is not the best answer. Mary George writes that curiosity begets serendipity in order to explain why browsing should be done all of the time, in each stage of the research process. Curiosity will help you find more sources and information (121).)
- will save time. (While curiosity may sometimes save time, it is not the correct answer. Mary George writes that curiosity begets serendipity in order to explain why browsing should be done all of the time, in each stage of the research process. Curiosity will help you find more sources and information (121).)
A: begets serendipity.

Q: Mary George wrote: "At least once while you are still in the scouting-and-trapping mode, I urge you to discuss the sources you have identified with your professor and a librarian."
- True (Yes, Mary George did write: "At least once while you are still in the scouting-and-trapping mode, I urge you to discuss the sources you have identified with your professor and a librarian" (137). Please come talk to me about your sources, and I can give you some one-on-one feedback. I keep office hours on Thursdays from 4-5 pm. I also work the reference desk the following times: - Mondays, 1-3 pm - Tuesdays, 5-7 pm - Wednesdays, 3-5 pm Set an appointment with me. Show your sources to one of my colleagues at the reference desk. They can help you.)
- False (No, Mary George did write: "At least once while you are still in the scouting-and-trapping mode, I urge you to discuss the sources you have identified with your professor and a librarian" (137). Please come talk to me about your sources, and I can give you some one-on-one feedback. I keep office hours on Thursdays from 4-5 pm. I also work the reference desk the following times: - Mondays, 1-3 pm - Tuesdays, 5-7 pm - Wednesdays, 3-5 pm Set an appointment with me. Show your sources to one of my colleagues at the reference desk. They can help you, too.)
A: True

Q: The unexamined life is not worth living, said Socrates. So too, the unexamined source is not worth finding. You need to judge tools and sources as you go and expect to modify your thoughts, your subsequent steps, and sometimes even your research question, based on your judgments in order to find sources worth finding. You can better choose and employ reference tools as you see what sources you are--and are not--uncovering. You can determine as early as possible how a specific source may fit into your future presentation.

These reasons given above explain why and how evaluation is such a critical part of the research process. For anyone new to research, though, what is a smart and simple method for evaluating or judging your sources, according to Mary George?
- Use a long list of criteria to assess the value of the source. (No, Mary George writes that the wise way to evaluate sources when you are new to a field or topic is to relate each item or source you are considering to your research question, keeping in mind the types of relevant sources you imagined when you brainstormed (134).)
- Find out if the source was written by a scholar in the field with an advanced degree. (No, Mary George writes that the wise way to evaluate sources when you are new to a field or topic is to relate each item or source you are considering to your research question, keeping in mind the types of relevant sources you imagined when you brainstormed (134).)
- Relate each item or source you are considering to your research question. (Yes, Mary George writes that the wise way to evaluate sources when you are new to a field or topic is to relate each item or source you are considering to your research question, keeping in mind the types of relevant sources you imagined when you brainstormed (134).)
- Determine whether or not the source has a particular bias. If it is too biased it cannot be useful. (No, Mary George writes that the wise way to evaluate sources when you are new to a field or topic is to relate each item or source you are considering to your research question, keeping in mind the types of relevant sources you imagined when you brainstormed (134).)
A: Relate each item or source you are considering to your research question.

Q: How will participation points be awarded?
- With attendance in class (No, with online discussion boards in Moodle. Your initial post should be done before Wednesday at midnight with replies to two of your classmates before Sunday at midnight. Attendance has proven to be a key indicator of students' success in this class. Students who did not attend regularly also did not complete coursework on time, so they earned much fewer points than other students. Come to class. This will help you understand assignments and guide you to complete quality work for a quality grade.)
- With participation bucks (No, with online discussion boards in Moodle. Your initial post should be done before Wednesday at midnight with replies to two of your classmates before Sunday at midnight. Though fun last semester, we decided not to do this again.)
- With online discussion boards in Moodle (Yes, your initial post should be done before Wednesday at midnight with replies to two of your classmates before Sunday at midnight.)
- With involvement in study groups outside of class (No, with online discussion boards in Moodle. Your initial post should be done before Wednesday at midnight with replies to two of your classmates before Sunday at midnight. Studying for this class with a group may not be a bad idea, though.)
- With pop quizzes (No, with online discussion boards in Moodle. Your initial post should be done before Wednesday at midnight with replies to two of your classmates before Sunday at midnight.)
- With notes taken in class. (No, with online discussion boards in Moodle. Your initial post should be done before Wednesday at midnight with replies to two of your classmates before Sunday at midnight.)
- With student participation solving problems on the white board in front of the class (No, with online discussion boards in Moodle. Your initial post should be done before Wednesday at midnight with replies to two of your classmates before Sunday at midnight.)
A: With online discussion boards in Moodle

Q: How should assignments be formatted and named? Choose all the answers that apply.
- Assignments should be single spaced
- Margins should one inch wide on all sides
- Name the file with the assignment number, plus your first and last name. Ex: Assignment 1_Jane Doe
- Use Cambria, Georgia, or Garamond 11 or 12 pt fonts
- Include a title page with assignment name, your name, and professor/class name
- Insert the grading rubric table on the last page of your assignment
A: Margins should one inch wide on all sides; Name the file with the assignment number, plus your first and last name. Ex: Assignment 1_Jane Doe; Include a title page with assignment name, your name, and professor/class name; Insert the grading rubric table on the last page of your assignment

Q: What are the goals of the LLIB 1115--Introduction to Information Research course?
- Comprehend what kinds of things influence how information is created, owned, and shared
- Use information correctly and honestly
- Recognize the different kinds of information sources in various formats
- Be able to find information to get something done
- Examine information for its credibility
- All of the above.
A: All of the above.
Feedback: Goals for this course: 1. Identify what kind and how much information is needed in order to get something done, like writing a college paper, starting a bee colony business, traveling to another country, and so forth. 2. Search, recognize, and find different types of sources in both digital and printed formats. Do this well and in a timely manner. Find credible sources that meet an information need. 3. Evaluate sources of information for their credibility. Explain why an author is qualified to write on a given topic, how a source answers a research question, why the currency of a source is or is not important, how you know a source contains accurate and honest information, and why the purpose matters. 4. Understand how money, ethics, laws, and society influence the creation, sharing, possession, as well as ownership and use of information. 5. Use information effectively and ethically to get something done. The final project will be an annotated bibliography and serve as evidence that you can effectively identify and find sources that address a specific research question. Summaries and documented references will show that you know how to evaluate information as well as use it ethically and legally.

Q: What is the main purpose of this class? Select the best answer.
- To learn how to document sources in MLA or APA format (While this is an important part of the class, the main purpose of this class is to help you become more information literate by becoming more adept at academic research.)
- To learn how to construct effective Boolean search statements. (While this is an important part of the class, the main purpose of this class is to help you become more information literate by becoming more adept at academic research.)
- To develop reading and writing skills (While this is an important part of the class, the main purpose of this class is to help you become more information literate by becoming more adept at academic research.)
- To help you master the Library of Congress Classification System (While this is an important part of the class, the main purpose of this class is to help you become more information literate by becoming more adept at academic research.)
- To help you become more information literate by becoming more adept at academic research. (While this is an important part of the class, the main purpose of this class is to help you become more information literate by becoming more adept at academic research.)
A: To help you become more information literate by becoming more adept at academic research.

Q: What is the main purpose of the midterm and final learning activities? Select the best answer.
- Demonstrate your understanding and application of the reading material. (Yes, the main purpose of these two activities is to help you demonstrate your understanding and application of the reading material.)
- Improve your ability to justify an answer. (No, the main purpose of these two activities is to help you demonstrate your understanding and application of the reading material.)
- Motivate you to interact with the resources provided in this course. (No, the main purpose of these two activities is to help you demonstrate your understanding and application of the reading material.)
- Teach you to learn in a group setting. (No, the main purpose of these two activities is to help you demonstrate your understanding and application of the reading material.)
- Improve your ability to discuss academic matters with peers. (No, the main purpose of these two activities is to help you demonstrate your understanding and application of the reading material.)
A: Demonstrate your understanding and application of the reading material.

Q: How will attendance and participation points be awarded?
- Attendance in class (No, with online discussion boards in Moodle. Your initial post should be done before Wednesday at midnight with replies to two of your classmates before Sunday at midnight. Attendance has proven to be a key indicator of students' success in this class. Students who did not attend regularly also did not complete coursework on time, so they earned much fewer points than other students. Come to class. This will help you understand assignments and guide you to complete quality work for a quality grade.)
- Participation in class (No, with online discussion boards in Moodle. Your initial post should be done before Wednesday at midnight with replies to two of your classmates before Sunday at midnight. Though fun last semester, we decided not to do this again.)
- Positive and polite attitudes in class (Yes, your initial post should be done before Wednesday at midnight with replies to two of your classmates before Sunday at midnight.)
- All of the above (Attendance in class (2 pts/class), participation in class, and positive and polite attitudes in class will all help you earn attendance and participation points.)
A: All of the above

Q: How should assignments be formatted and named? Choose all the answers that apply.
- Assignments should be single spaced
- Margins should be one inch wide on all sides
- Name the file with the assignment number, plus your first and last name. Ex: Assignment 1_Jane Doe
- Use Cambria, Georgia, or Garamond 11 or 12 pt fonts
- Include a title page with assignment name, your name, and professor/class name
- Insert the grading rubric table on the last page of your assignment
A: Margins should be one inch wide on all sides; Name the file with the assignment number, plus your first and last name. Ex: Assignment 1_Jane Doe; Include a title page with assignment name, your name, and professor/class name; Insert the grading rubric table on the last page of your assignment

Q: According to the syllabus, which of the following statements is true?
- Plagiarism is acceptable. (No, plagiarism and cheating are considered to be dishonest behavior in college and are not acceptable.)
- Participation is not necessary. (No, participation is necessary for you to learn the most you can. Your classmates will also learn more if you fully participate.)
- Absences due to illness may be excused (Yes, absences due to illness or for other health reasons may be excused with a note from a medical provider and may allow you to take missed quizzes.)
- Control of the order and direction of a class rests with the students. (No, "control of the order and direction of a class, as well as the scope and treatment of the subject matter, rests with the instructor, free from distractionj or disruption by students or others who may be in disagreement. Disruption of the classroom is forbidden." ISUPP Student Conduct System.)
- A total of 20 sources must be documented in the same documentation style for the annotated bibliography. (No, a total of 12 sources must be documented in the same documentation style for the annotated bibliography. Summaries and evaluations should be provided for each source.)
A: Absences due to illness may be excused

Q: Which of the following are true about the research log or forum posts in Moodle?
- Posting to the research log will prepare you for assignments
- Post a link to your Google notebook by Thursday and a comment to a classmate by Sunday
- If you have a disability or think you may have a disability, contact the Disability Services early in the semester. (This is true, but it does not relate to the research log. Remember to post a link to your research log in Moodle on Thursdays and Sundays. The research log should prepare you for assignments.)
- Posting to the research log means I do not need to attend class. (No. Attendance is still important, and you will earn points for coming to class. Remember to post a link to your research log in Moodle on Thursdays and Sundays. The research log should prepare you for assignments.)
- The research log is where I go to post my regular assignments. (No. An assignment drop box is where assignments should be posted. A link to the research log should be posted in the weekly forum on Thursdays and Sundays. The research log prepares students for assignments.)
A: Posting to the research log will prepare you for assignments; Post a link to your Google notebook by Thursday and a comment to a classmate by Sunday

Q: According to the "Assignment Format and Naming Guidelines" document, how should assignments be formatted and named? Choose all the answers that apply.
- Assignments should be single spaced (No. Name the file with the assignment number, plus your first and last name. Margins should be one inch wide on all sides. Use Times New Roman Font and double space the document. Include a title page and insert the rubric at the end..)
- Margins should be one inch wide on all sides (Yes. Name the file with the assignment number, plus your first and last name. Margins should be one inch wide on all sides. Use Times New Roman Font and double space the document. Include a title page and insert the rubric at the end..)
- Name the file with the assignment number, plus your first and last name. Ex: Assignment 1_Jane Doe.docx (Yes. Name the file with the assignment number, plus your first and last name. Margins should be one inch wide on all sides. Use Times New Roman Font and double space the document. Include a title page and insert the rubric at the end..)
- Use Cambria, Georgia, or Garamond 11 or 12 pt fonts (No. Name the file with the assignment number, plus your first and last name. Margins should be one inch wide on all sides. Use Times New Roman Font and double space the document. Include a title page and insert the rubric at the end..)
- Include a title page with assignment name, your name, and professor/class name (Yes. Name the file with the assignment number, plus your first and last name. Margins should be one inch wide on all sides. Use Times New Roman Font and double space the document. Include a title page and insert the rubric at the end..)
- Insert the grading rubric table on the last page of your assignment (Yes. Name the file with the assignment number, plus your first and last name. Margins should be one inch wide on all sides. Use Times New Roman Font and double space the document. Include a title page and insert the rubric at the end..)
A: Margins should be one inch wide on all sides; Name the file with the assignment number, plus your first and last name. Ex: Assignment 1_Jane Doe.docx; Include a title page with assignment name, your name, and professor/class name; Insert the grading rubric table on the last page of your assignment

Q: What are the goals or objectives of the LLIB 1115: Introduction to Information Research course?
- Describe issues related to information literacy, including plagiarism, copyright, open access, and citing sources (Partially correct. The goal of this class to increase your abilities to select, search, summarize, evaluate, and document relevant information sources more quickly after completion of this course. Explain why information literacy is important.)
- Identify and paraphrase information-literacy issues and concepts (Partially correct. The goal of this class to increase your abilities to select, search, summarize, evaluate, and document relevant information sources more quickly after completion of this course. Explain why information literacy is important.)
- Select, develop, and focus college-level research topics and questions (Partially correct. The goal of this class to increase your abilities to select, search, summarize, evaluate, and document relevant information sources more quickly after completion of this course. Explain why information literacy is important.)
- Evaluate information sources by applying the CRAAP Test (Partially correct. The goal of this class to increase your abilities to select, search, summarize, evaluate, and document relevant information sources more quickly after completion of this course. Explain why information literacy is important.)
- Write about the research process and document information correctly (Partially correct. The goal of this class to increase your abilities to select, search, summarize, evaluate, and document relevant information sources more quickly after completion of this course. Explain why information literacy is important.)
- Explain why information literacy is important.
- All of the above. (Correct. The goal of this class to increase your abilities to select, search, summarize, evaluate, and document relevant information sources more quickly after completion of this course. Explain why information literacy is important.)
A: All of the above.
Partly right: Evaluate information sources by applying the CRAAP Test (17%); Write about the research process and document information correctly (17%); Explain why information literacy is important. (17%)
Feedback: · Explain why information literacy is important - Identify and paraphrase information-literacy issues and concepts · Select, develop, and focus college-level research topics and questions · Find a variety of relevant information sources · Write about and analyze the search process · Summarize, paraphrase, and understand information sources · Evaluate information sources by applying the CRAAP Test · Document and cite information in APA or MLA reference format

Q: According to the syllabus, what are some of the main purposes of this class? Select the best answers.
- To learn how to document sources in MLA or APA format (This is one of the main purposes of this class.)
- To increase your abilities to write summaries and evaluate sources (This is one of the main purposes of this class.)
- To learn how to find a variety of relevant information sources (This is one of the main purposes of this class.)
- To help you master the Library of Congress Classification System (While this is something we teach as part of the class, it is not one of the main purposes.)
- To introduce you to library services and collections in order to make you a more savvy and sophisticated user of information. (This is one of the main purposes of this class.)
- To teach you proper grammar and punctuation. (It is assumed that you have learned standard English grammar and punctuation, so you will be held accountable for this important communication skill, but this is not one of the main purposes of the course.)
A: To learn how to document sources in MLA or APA format; To increase your abilities to write summaries and evaluate sources; To learn how to find a variety of relevant information sources; To introduce you to library services and collections in order to make you a more savvy and sophisticated user of information.

Q: According to the syllabus, which of the following statements is true?
- Plagiarism is acceptable. (No, plagiarism and cheating are considered to be dishonest behavior in college and are not acceptable.)
- Participation is not necessary. (No, participation, particularly in the forums, is necessary for you to learn the most you can. Your classmates will also learn more if you fully participate.)
- Exams and quizzes may continue to be open book and open class material (Yes, exams and quizzes are open book and open class material. However, they are not open neighbor, classmate, friend, family member, etc. You must complete these assessments without the assistance of others.)
- Control of the order and direction of a class rests with the students in the class. (No, "control of the order and direction of a class, as well as the scope and treatment of the subject matter, rests with the instructor, free from distractionj or disruption by students or others who may be in disagreement. Disruption of the classroom is forbidden." ISUPP Student Conduct System.)
- A total of 20 sources must be documented in the same documentation style for the annotated bibliography. (No, a total of 10 sources must be documented in the same documentation style for the annotated bibliography. Summaries and evaluations should be provided for each source.)
A: Exams and quizzes may continue to be open book and open class material

Q: How will attendance and participation points be awarded?
- Attendance in class
- Participation in class
- Positive attitudes in class
- Completing end-of-class assessments (Attendance in class (2 pts/class), participation in class, and positive and polite attitudes in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
- All of the above
A: All of the above

Q: According to the syllabus, what is the main purpose of this class? Select the best answer.
- To learn how to document sources in MLA or APA format (While this is an important part of the class, the main purpose of this class is to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. You will be able to select,search,evaluate, and documentinformation sources much moreefficientlyafter completion ofthis class.)
- To learn how to construct effective Boolean search statements. (While this is an important part of the class, the main purpose of this class is to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. You will be able to select,search,evaluate, and documentinformation sources much moreefficientlyafter completion ofthis class.)
- To develop reading and writing skills (While this is an important part of the class, the main purpose of this class is to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. You will be able to select,search,evaluate, and documentinformation sources much moreefficientlyafter completion ofthis class.)
- To help you master the Library of Congress Classification System (While this is an important part of the class, the main purpose of this class is to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. You will be able to select,search,evaluate, and documentinformation sources much moreefficientlyafter completion ofthis class.)
- To to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. (Yes, the main purpose of this class is to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. You will be able to select,search,evaluate, and documentinformation sources much moreefficientlyafter completion ofthis class.)
A: To to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects.

Q: According to the syllabus, which of the following statements is true?
- Plagiarism is acceptable. (No, plagiarism and cheating are considered to be dishonest behavior in college and are not acceptable.)
- Participation is not necessary. (No, participation is necessary for you to learn the most you can. Your classmates will also learn more if you fully participate.)
- Absences due to illness may be excused (Yes, absences due to illness or for other health reasons may be excused with a note from a medical provider and may allow you to take missed quizzes.)
- Control of the order and direction of a class rests with the students. (No, "control of the order and direction of a class, as well as the scope and treatment of the subject matter, rests with the instructor, free from distractionj or disruption by students or others who may be in disagreement. Disruption of the classroom is forbidden." ISUPP Student Conduct System.)
- A total of 20 sources must be documented in the same documentation style for the annotated bibliography. (No, a total of 10 sources must be documented in the same documentation style for the annotated bibliography. Summaries and evaluations should be provided for each source.)
A: Absences due to illness may be excused

Q: On which campus is Professor Jardine based?
- Meridian (No)
- Idaho Falls (No)
- Pocatello (Yes)
- Twin Falls
A: Pocatello

Q: This class will meet face to face a few times this semester.
- True
- False
A: False
Feedback: We will never meet face to face as an entire class, but you may come visit or get help from me throughout the entire semester.

Q: You can access the Student Moodle Guide and additional Moodle handouts from the Student Support section at the top of the Moodle screen:

[Image: The drop down menu located at the top of every Moodle screen]
- True (Yes! These handouts are located in the Student Support section.)
- False (No. These handouts are located in the Student Support section.)
A: True

Q: According to the "Assignment Format and Naming Guidelines" document, how should assignments be formatted and named? Choose all the answers that apply.
- Assignments should be single spaced
- Margins should be one inch wide on all sides
- Name the file with the assignment number, plus your first and last name. Ex: Assignment 1_Jane Doe
- Use Cambria, Georgia, or Garamond 11 or 12 pt fonts
- Include a title page with assignment name, your name, and professor/class name
- Insert the grading rubric table on the last page of your assignment
A: Margins should be one inch wide on all sides; Name the file with the assignment number, plus your first and last name. Ex: Assignment 1_Jane Doe; Include a title page with assignment name, your name, and professor/class name; Insert the grading rubric table on the last page of your assignment

Q: What are the goals of the LLIB 1115--Introduction to Information Research course?
- Describe issues related to information literacy, including plagiarism, copyright, open access, and citing sources
- Select research topics for college-level courses
- Use research databases, library catalogs, and the Internet to find information
- Evaluate information sources based on their value for college-level research
- Demonstrate the researchprocess and document information correctly
- All of the above.
A: All of the above.
Feedback: Goals for this course: 1. Identify what kind and how much information is needed in order to get something done, like writing a college paper, starting a bee colony business, traveling to another country, and so forth. 2. Search, recognize, and find different types of sources in both digital and printed formats. Do this well and in a timely manner. Find credible sources that meet an information need. 3. Evaluate sources of information for their credibility. Explain why an author is qualified to write on a given topic, how a source answers a research question, why the currency of a source is or is not important, how you know a source contains accurate and honest information, and why the purpose matters. 4. Understand how money, ethics, laws, and society influence the creation, sharing, possession, as well as ownership and use of information. 5. Use information effectively and ethically to get something done. The final project will be an annotated bibliography and serve as evidence that you can effectively identify and find sources that address a specific research question. Summaries and documented references will show that you know how to evaluate information as well as use it ethically and legally.

Q: How will attendance and participation points be awarded?
- Attendance in class (Participation points will be determined according to your submissions to the discussion forums. This is an asynchronous class, and we will never meet together all at the same time.)
- Participation in class (Participation points will be determined according to your submissions to the discussion forums.)
- Positive attitude in class (A positive attitude is important, but participation points will be provided according to your submissions to the discussion forums.)
- Completing end-of-class assessments (Participation points will be determined according to your submissions to the discussion forums.)
- Submitting an initial post to the discussion forum before Wednesday night and two replies to classmates' posts before Saturday night at 11:55 pm MT. (Yes, participation points will be determined according to your submissions to the discussion forums.)
A: Submitting an initial post to the discussion forum before Wednesday night and two replies to classmates' posts before Saturday night at 11:55 pm MT.

Q: According to the syllabus, what is the main purpose of this class? Select the best answer.
- To learn how to document sources in MLA or APA format (While this is an important part of the class, the main purpose of this class is to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. You will be able to select,search,evaluate, and documentinformation sources much moreefficientlyafter completion ofthis class.)
- To learn how to construct effective Boolean search statements. (While this is an important part of the class, the main purpose of this class is to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. You will be able to select,search,evaluate, and documentinformation sources much moreefficientlyafter completion ofthis class.)
- To develop reading and writing skills (While this is an important part of the class, the main purpose of this class is to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. You will be able to select,search,evaluate, and documentinformation sources much moreefficientlyafter completion ofthis class.)
- To help you master the Library of Congress Classification System (While this is an important part of the class, the main purpose of this class is to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. You will be able to select,search,evaluate, and documentinformation sources much moreefficientlyafter completion ofthis class.)
- To introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. (Yes, the main purpose of this class is to introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects. You will be able to select,search,evaluate, and documentinformation sources much moreefficientlyafter completion ofthis class.)
A: To introduce you to library services and collections in order to empower you with the skills and knowledge to use the library resources for research projects.

Q: How will attendance and participation points be awarded?
- By arriving to class on time (Incorrect. All the answers are correct. Attendance in class (2 pts/class), participating in class activities (2 pts/class), teaching once for 3-5 minutes, and positive and polite attitudes (14 pts) in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
- By teaching the class once for 3-5 minutes (Incorrect. All the answers are correct. Attendance in class (2 pts/class), participating in class activities (2 pts/class), teaching once for 3-5 minutes, and positive and polite attitudes (14 pts) in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
- By maintaining a positive attitude in class (Incorrect. All the answers are correct. Attendance in class (2 pts/class), participating in class activities (2 pts/class), teaching once for 3-5 minutes, and positive and polite attitudes (14 pts) in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
- By completing and participating in class activities (Incorrect. All the answers are correct. Attendance in class (2 pts/class), participating in class activities (2 pts/class), teaching once for 3-5 minutes, and positive and polite attitudes (14 pts) in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
- All of the above (Correct. Attendance in class (2 pts/class), participating in class activities (2 pts/class), teaching once for 3-5 minutes, and positive and polite attitudes (14 pts) in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
A: All of the above

Q: What are the goals of the LLIB 1115: Introduction to Information Research course?
- Describe issues related to information literacy, including plagiarism, copyright, open access, and citing sources
- Select and develop research topics for college-level courses
- Find and identify quality information in encyclopedias, books, articles, website, and government publications
- Evaluate information sources based on their value for college-level research
- Explain search steps and document information correctly in MLA or APA reference format
- All of the above.
A: All of the above.
Feedback: Goals for this course: 1. Identify what kind and how much information is needed in order to get something done, like writing a college paper, starting a bee colony business, traveling to another country, and so forth. 2. Search, recognize, and find different types of sources in both digital and printed formats. Do this well and in a timely manner. Find credible sources that meet an information need. 3. Evaluate sources of information for their credibility. Explain why an author is qualified to write on a given topic, how a source answers a research question, why the currency of a source is or is not important, how you know a source contains accurate and honest information, and why the purpose matters. 4. Understand how money, ethics, laws, and society influence the creation, sharing, possession, as well as ownership and use of information. 5. Use information effectively and ethically to get something done. The final project will be an annotated bibliography and serve as evidence that you can effectively identify and find sources that address a specific research question. Summaries and documented references will show that you know how to evaluate information as well as use it ethically and legally.

Q: The annotated bibliography or final project will include . . .
- 10 sources that are all alphabetized, summarized, evaluated, and documented in either MLA or APA reference format. (Yes, the annotated bibliography will include ten sources that are all alphabetized, summarized, evaluated, and documented in either MLA or APA reference format.)
- a class presentation that is 5-7 minutes long. (No, the annotated bibliography will include ten sources that are all alphabetized, summarized, evaluated, and documented in either MLA or APA reference format.)
- an essay with a thesis statement that answers a scholarly question. (No, the annotated bibliography will include ten sources that are all alphabetized, summarized, evaluated, and documented in either MLA or APA reference format.)
- 20 sources of information that are summarized, evaluated, and documented in MLA reference format, including 10 peer-reviewed articles, four books, two encyclopedia articles, and four websites. (No, the annotated bibliography will include ten sources that are all alphabetized, summarized, evaluated, and documented in either MLA or APA reference format.)
- multiple choice questions testing you on your knowledge of searching skills and strategies. (No, the annotated bibliography will include ten sources that are all alphabetized, summarized, evaluated, and documented in either MLA or APA reference format.)
A: 10 sources that are all alphabetized, summarized, evaluated, and documented in either MLA or APA reference format.

Q: Standard 2 in the information literacy document talks about accessing or finding information effectively and efficiently. Which of the following performance indicators is part of Standard 2?
- Student constructs and implements effectively-designed search strategies (Yes,this is part of Standard 2: Student constructs and implements effectively-designed search strategies)
- Student can identify a variety of types and formats of potential information, such as reference resources, books, journals, magazines, newspapers, websites, and the search strategy. (No,this is not part of Standard 2: Student constructs and implements effectively-designed search strategies)
- Student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information (No, this is not part of Standard 2: Student constructs and implements effectively-designed search strategies)
- The information literate student communicates the product or performance effectively to others. (No, this is not part of Standard 2: Student constructs and implements effectively-designed search strategies)
- Student understands many of the ethical, legal and socioeconomic issues surrounding information and information technology (No, this is not part of Standard 2: Student constructs and implements effectively-designed search strategies)
A: Student constructs and implements effectively-designed search strategies

Q: How will attendance and participation points be awarded?
- By arriving to class on time (Incorrect. All the answers are correct. Attendance in class (2 pts/class), participating in class activities (2 pts/class), teaching once for 3-5 minutes, and positive and polite attitudes (14 pts) in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
- By posting to the class forum each week (Incorrect. All the answers are correct. Attendance in class (2 pts/class), participating in class activities (2 pts/class), posting to the class forum each week, and positive and polite attitudes (14 pts) in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
- By maintaining a positive attitude in class (Incorrect. All the answers are correct. Attendance in class (2 pts/class), participating in class activities (2 pts/class), teaching once for 3-5 minutes, and positive and polite attitudes (14 pts) in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
- By completing and participating in class activities (Incorrect. All the answers are correct. Attendance in class (2 pts/class), participating in class activities (2 pts/class), teaching once for 3-5 minutes, and positive and polite attitudes (14 pts) in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
- All of the above (Correct. Attendance in class (2 pts/class), participating in class activities (2 pts/class), teaching once for 3-5 minutes, and positive and polite attitudes (14 pts) in class will all help you earn attendance and participation points. End-of-class assessments will help the instructor know what you learned in class.)
A: All of the above

Q: According to the syllabus, which of the following statements is true?
- Plagiarism is acceptable. (No, plagiarism and cheating are considered to be dishonest behavior in college and are not acceptable.)
- Participation is not necessary. (No, participation, particularly in the discussion forums, is necessary for you to learn the most you can. Your classmates will also learn more if you fully participate.)
- Exams and quizzes are open book and open class material (Yes, exams and quizzes are open book and open class material. However, they are not open neighbor, classmate, friend, family member, etc. You must complete these assessments without the assistance of others.)
- Control of the order and direction of a class rests with the students in the class. (No, "control of the order and direction of a class, as well as the scope and treatment of the subject matter, rests with the instructor, free from distractionj or disruption by students or others who may be in disagreement. Disruption of the classroom is forbidden." ISUPP Student Conduct System.)
- A total of 20 sources must be documented in the same documentation style for the annotated bibliography. (No, a total of 10 sources must be documented in the same documentation style for the annotated bibliography. Summaries and evaluations should be provided for each source.)
A: Exams and quizzes are open book and open class material

Q: How will participation points be awarded?
- Attendance in class (Participation points will be determined according to your submissions to the discussion forums. This is an asynchronous class, and we will never meet together all at the same time.)
- Participation in class (Participation points will be determined according to your submissions to the discussion forums.)
- Positive attitude in class (A positive attitude is important, but participation points will be provided according to your submissions to the discussion forums.)
- Completing end-of-class assessments (Participation points will be determined according to your submissions to the discussion forums.)
- Submitting an initial post to the discussion forum before Thursday night and two replies to classmates' posts before Sunday night at 11:55 pm MT. (Yes, participation points will be determined according to your submissions to the discussion forums.)
A: Submitting an initial post to the discussion forum before Thursday night and two replies to classmates' posts before Sunday night at 11:55 pm MT.

Q: What are the goals or objectives of the LLIB 1115--Introduction to Information Research course?
- Describe issues related to information literacy, including plagiarism, copyright, open access, and citing sources
- Select research topics for college-level courses
- Use research databases, library catalogs, and the Internet to find information
- Evaluate information sources based on their value for college-level research
- Demonstrate the research process and document information correctly
- All of the above.
A: All of the above.
Feedback: Goals for this course: 1. Identify what kind and how much information is needed in order to get something done, like writing a college paper, starting a bee colony business, traveling to another country, and so forth. 2. Search, recognize, and find different types of sources in both digital and printed formats. Do this well and in a timely manner. Find credible sources that meet an information need. 3. Evaluate sources of information for their credibility. Explain why an author is qualified to write on a given topic, how a source answers a research question, why the currency of a source is or is not important, how you know a source contains accurate and honest information, and why the purpose matters. 4. Understand how money, ethics, laws, and society influence the creation, sharing, possession, as well as ownership and use of information. 5. Use information effectively and ethically to get something done. The final project will be an annotated bibliography and serve as evidence that you can effectively identify and find sources that address a specific research question. Summaries and documented references will show that you know how to evaluate information as well as use it ethically and legally.

Q: According to the syllabus, which of the following statements is true?
- Plagiarism is acceptable. (No, plagiarism and cheating are considered to be dishonest behavior in college and are not acceptable.)
- Participation is not necessary. (No, participation, particularly in the forums, is necessary for you to learn the most you can. Your classmates will also learn more if you fully participate.)
- Exams and quizzes closed book and open brain (Yes, exams and quizzes are open book and open class material. However, they are not open neighbor, classmate, friend, family member, etc. You must complete these assessments without the assistance of others.)
- Control of the order and direction of a class rests with the students in the class. (No, "control of the order and direction of a class, as well as the scope and treatment of the subject matter, rests with the instructor, free from distractionj or disruption by students or others who may be in disagreement. Disruption of the classroom is forbidden." ISUPP Student Conduct System.)
- A total of 20 sources must be documented in the same documentation style for the annotated bibliography. (No, a total of 10 sources must be documented in the same documentation style for the annotated bibliography. Summaries and evaluations should be provided for each source.)
A: Exams and quizzes closed book and open brain