Library Assignments for BS8104

We will meet three times in the course as listed in the syllabus.

For the first session, you will read some material and complete an exercise. This will take several hours.

• Read Basic Concepts for Database Searching, Database Searching Tips 1, Database Searching Tips 2, and Search Operator Comparison. Those documents apply to a wide range of databases and search engines.
  In addition, Tutorials and videos about specific databases and search engines are also available, but you are not required to read/view any of that material because you are probably already familiar with the databases and search engines. If you wish, you can also make an appointment with Debbie Hunn (dhunn@dts.edu) for personalized instruction.
• Download the session one packet. It contains miscellaneous small supplements. I will refer to it in class. You do not need to read this material before class. In fact, some of it will make no sense without context provided in class.
• Complete the following exercise: Practice selecting search terms for comprehensive searches. I want to see your written answers so I can adjust the assignment next year as needed. Bring it to class so you can refer to it during discussion.

For the second session, read and be prepared to discuss Examples of Bad Research Method and URIM.

For the third session, you will read a little and briefly reflect on your personal, educational, and professional environment.

• How do students in your discipline learn the research methods of the discipline? What are some strengths and weaknesses of this approach?
• Can you point to some examples of bias in your discipline?
• Popular culture and the news are full of controversy. There are charges of biased sources, lies, propaganda, and sophisticated international conspiracies that use disinformation to control crowds and world events. Debate is often unkind, exaggerated, over emotional, and unproductive. In at least a few cases, local congregations have been torn asunder, and college departments have erupted into name calling and accusation. What (if anything) protects scholarly discourse from these kinds of problems?
• Read Notes on the Framework. What is something in the "authority" frame that is potentially helpful? What is something potentially harmful? Why?
• Read Scholarly Temptations and Obligations. We probably will not discuss this in class, but read it and let it marinate.