In Week 1 And Week 2 Lessons, We Have Read About Two Ste

In the Week 1 and Week 2 Lessons, we have read about two steps of the BIG6 model: taskdefinition and information seeking strategies

In the Week 1 and Week 2 Lessons, we have read about two steps of the BIG6 model: task definition and information seeking strategies. As you consider the Week 7 Field of Study Project, you will complete a project plan to help you focus your energies and generate ideas to help you be successful academically. To complete the Week 2 Assignment: Project Plan, you have to complete Parts I and II.

Part I: Click on the Assignment tab to review the instructions for the Week 7 Field of Study Project. After you understand what is required in Week 7, write one or two sentences per bullet point (there are additional questions and points to help you flesh our your ideas):

  • Topic:
  • Choose a topic that is realistic and one that you want to learn more about. The topic might be a career field you want to go into or something else that deeply interests you.
  • Scope and value:
  • What is the scope of the topic and your research? What value does it bring to your life? To your professional life?
  • Communication medium:
  • How are you going to communicate your project? How will you make your presentation different and unique?
  • Critical thinking questions:
  • Pose different questions that will help you with your research and investigate your topic in more depth. Post critical questions that will push you to improve.
  • Subtopics (optional).
  • Brainstorming (optional).

Part II: Part II is a reflective paragraph that represents your critical thinking process when thinking about possible sources and your research. You are NOT looking for specific sources now. Consider the best possible sources as presented in the week 2 Lesson. What type of sources will work best for your research? How can you support your project plan with credible, current, reliable, accurate, and relevant information?

Once you complete Parts I and II, please submit as a WORD document. Consider the following:

  • Keep in mind that a robust project plan will help you with the Week 4 and Week 7 assignments.
  • Please see the attached rubric to review grading expectations.

Paper For Above instruction

The development of a comprehensive project plan is critical for the success of academic research and professional development. This plan not only clarifies the research topic but also delineates the scope, potential value, communication methods, and critical questions that will guide the inquiry process. In addressing the Week 7 Field of Study Project, the initial step involves selecting a realistic and meaningful topic. The topic could relate to a desired career path or an area of personal interest that holds the potential for professional growth and personal enrichment. Establishing a clear scope involves defining the boundaries of the research, determining what aspects will be explored, and identifying the expected outcomes. The value derived from this research should enhance the student's academic knowledge and contribute significantly to their professional development, fostering skills and insights applicable to real-world scenarios.

Communication medium is another vital component of the project plan. The student must decide how they will present their findings, whether through a presentation, report, video, or other innovative formats that capture attention and differentiate their work. Considering creative communication methods ensures that the project resonates with diverse audiences and demonstrates critical thinking. Critical thinking questions serve as catalysts for in-depth investigation, encouraging the student to explore various perspectives, challenge assumptions, and deepen their understanding of the topic. Such questions might include inquiries about the feasibility of pursuing a particular career, the impact of new technologies within the field, or ethical considerations relevant to the subject matter.

In Part II, the student reflects on the sources that will underpin their research. This reflection involves assessing the types of sources—scholarly articles, reputable websites, industry reports, interviews, or primary data—that are most credible and relevant for answering their critical questions. Selecting high-quality sources ensures that evidence supporting the project is accurate, current, and reliable. The ability to evaluate source credibility through criteria such as authorship, publication date, bias, and peer review is essential for developing a robust research foundation. Ultimately, a well-crafted project plan guides subsequent phases of research, helping students stay focused, organized, and strategic in their inquiries, thereby maximizing their learning and professional growth outcomes.

References

  • Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research (3rd ed.). University of Chicago Press.
  • Eisenberg, M. B., & Unitek, K. (2013). Information Literacy: Essential Skills for Distance Learners. Journal of Library & Information Services in Distance Learning, 7(3-4), 115-129.
  • Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services. Libraries Unlimited.
  • Lloyd, M. (2002). Information literacy as a pragmatic virtue: A reply to the critics. Library & Information Science Research, 24(2), 153-174.
  • Rowley, J., & Slack, F. (2004). The nature of qualitative research. Library & Information Research, 28(94), 19-27.
  • American Library Association. (2003). Information Literacy Competency Standards for Higher Education. Retrieved from https://alair.ala.org/bitstream/11213/7668/1/ILIStandards.pdf
  • Head, A. J., & Eisenberg, M. B. (2010). How today’s college students use Wikipedia. Science and Engineering Ethics, 21(3), 727-736.
  • Julien, H., & Utley, J. (2015). Transfer of information literacy skills: Patterns in college students. Library & Information Science Research, 37(4), 302-309.
  • Bilal, D. (2000). Toward an integrated model of information seeking and retrieval. The Electronic Library, 18(4), 283-294.
  • McMillan, K., & Hearn, L. (2011). Critical thinking and information literacy instruction for research skills. College & Research Libraries News, 72(7), 410-412.

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