Course Syllabus
INFO 101: Research Essentials (online)
April 15 - June 14, 2024
This course is an introduction to the essential concepts and strategies for college-level research. Students will learn how to effectively access, use and evaluate information resources, and also explore information issues such as censorship, bias, and perspective.
-Pierce College Course Catalog
Frequently Accessed Information:
Who's the instructor & how to contact her/me Grades Activities & assignments
Instructor
Kari Whitney (I prefer to be called by my first name, pronounced "KAH-ree")
Pronouns: she/her/hers
You can contact me through the Canvas Inbox
These are things about me that I think will tell you about my interest and ability to work with you, and to teach this class:
As a 50-year-old cis-gender able-bodied heterosexual white Tlingit woman, I've enjoyed the privileges of recognition among the "dominant" culture and excelled academically and professionally.
A caveat and a request: I know that people who look like me and sound like me have caused violence and harm to Black, Brown, disabled, and LGBTQIA2S+ students. Regardless of my good intentions, my words or actions may cause harm to you or your classmates. I invite you to engage with me when this happens so that I can work to repair the harm that I caused. Gunalchéesh/thank you.
Personal struggles altered my trajectory as a traditional college student, but after a 17-year gap between leaving and returning to college, I completed my bachelor's degree through WSU's online programs, followed shortly by my master's degree at UW. I lead by example for those who are coming to college as adults or returning after time away—we have a richness of life experience that informs our knowledge creation in uniquely meaningful ways. For me, I centered Indigenous history and knowledge in my studies and began to explore who I am as a Tlingit woman. Now I seek to use my privileged position in society to support other Native and non-Native people in practicing and celebrating our cultures through the work we each do in our communities.
I bring my culture and my strengths into the classroom and encourage you to do the same. We each have unique backgrounds, strengths, and interests, and we can work together to figure out how to use them to create meaningful things!
Communications
I will communicate with you through the Canvas Inbox and Course Announcements (and occasionally Starfish). Please make sure you keep those notifications on.
If you have a question (or an answer to a classmate's question), you may post it in the Forum (unless it's something you'd like to keep private) or message me through the Canvas Inbox.
I will respond to your Canvas Inbox messages within one (1) weekday (Monday through Friday).
I will provide feedback on your work within two (2) weekdays after the due date (when the work is turned in on time). Please contact me through the Canvas Inbox if you have not heard from me within these timelines.
Want to work together one-on-one? Choose a time from my online calendar or drop me a line through the Canvas Inbox!
Want to work together in person? Drop in to see me at the Fort Steilacoom campus library between 2:30 and 6:30 any Tuesday, Wednesday, or Thursday.
How did I make these policies?
I use the Canvas Inbox because I see messages from students there faster than if I used email. Plus, I have Canvas open more often than I check my email.
I promise to respond within a weekday because I want to respond quickly to you while also having you understand that you might not hear back immediately from me, since I'm not by my computer all the time. Note that if you message me on Friday afternoon, I'll reply to you by Monday afternoon, given that I sometimes don't open Canvas on weekends.
I'll be giving you individualized feedback on most of your assignments, so it's not something you'll have instantly after submitting the work. Two (2) days is about as fast as I can promise to turn it around.
Are there other ways that you like to communicate with your instructor or ask questions?
Textbooks
There's no textbook to purchase! This course uses Open Educational Resources ("OER"), meaning all material will be made available to you at no extra cost. I will provide instructions on accessing the material in the course.
Hardware
You must have regular access to a computer and the internet to complete this class.
Desktop computers, printing, and librarian support are available during Library open hours at both Fort Steilacoom and Puyallup. Desktop computers, printing, and IT support are available during Computer Lab open hours.
The libraries also have limited numbers of Chromebooks and wifi hotspots available to registered students to borrow for the quarter. Visit pierce.ctc.edu/library to learn more.
Software
This course takes place through Canvas. Please note that Canvas in a web browser behaves differently than the Canvas app on a mobile device. It is best to access this INFO 101 through Canvas in a web browser.
We will use Hypothes.is to make group notes on documents. This is built into Canvas and will prompt you to authorize its use. You don't need a Hypothes.is account.
We will use Google Docs to track our individual research throughout the quarter. I will provide you a URL with a "Research Journey" template for you to fill out. You don't need a Google account.
Your Pierce College student account includes Microsoft Office 365 for free to use on or off campus. Visit the Computer Lab FAQ for details about downloading it through your student email portal.
Grades
- Pierce College's grading system is designed to provide a permanent record reflecting your performance and achievement in a variety of courses and programs.
- “Performance” and “achievement” are unique to every individual.
- At the end of our Week 6 module, you will determine the grade you will achieve.
- Each assignment will be "worth" one (1) point; when you do the work, you get the point.
- I will give you written feedback on your assignments so that you can appreciate what you’ve learned.
It's my hope that you can use our class to explore what it is to "do" college research and not have anxiety about grades.
There is a difference between feedback and evaluation. Feedback is an analytical critique of your work, which makes suggestions for future improvement. Evaluation happens when a judgement of value/grade is finally assigned to your work. Are you used to receiving feedback (not just grades) on your assignments?
Grade Scale
You may choose from four passing grades:
D (60%) = 1.1 (core 6 weeks and final reflection completed)
C (75%) = 2.1 (core 6 weeks, 2 additional modules, and final reflection completed)
B (85%) = 3.1 (core 6 weeks, 3 additional modules, and final reflection completed)
A (100%) = 4.0 grade points (core 6 weeks, 4 additional modules, and final reflection completed)
You may choose your grade and your path to it (your Learning Plan) upon completion of the first 6 weeks of class.
My previous students have told me that this is confusing at first, but that it makes sense when you make your Learning Plan in Week 6... and that they really like the control they have over what they learn and how much effort to put into it. If there is any way I can make it less confusing, please let me know--we can have a class conversation in the Forum or you can message me.
One more note about grades: Canvas doesn't understand the grade scale, so the grade that shows may not accurately indicate your progress. I'll keep you updated on your progress after Week 6, but please message me through the Canvas Inbox if you have questions.
Extra Credit
Since you choose your own grade, there is no extra credit in this class.
Course Guidance
Participation and Timing
- This course is entirely online, asynchronous, in Canvas.
- This course is not self-paced.
- Each weekly module starts on Monday morning and ends on the following Monday night, effectively giving you 8-day weeks (with overlap). All due dates and times are according to the U.S. Pacific Time Zone.
How did I make these policies?
Many of the lessons in this course "scaffold," meaning that the work you do in a week is based on things you learned in the previous week. So, I paced the course over the 9-week quarter to allow time for learning and to allow time to receive and understand feedback in order to apply new knowledge in subsequent lessons. You will also typically have discussion board conversations with your classmates each week, so it's important that we can have a common understanding of when we'll hear from each other.
Regarding the 8-day weeks, students in past classes appreciated having the "extra" day to get work done. It also seems to accommodate a variety of employment schedules.
Do these starting and ending times sound reasonable, given your own schedule? What kind of schedule would work for you?
Lectures, Readings, Videos, Audio Clips
My lectures (the pages in the module) incorporate my words, assigned readings (screen reader-accessible), videos (captioned), and audio clips (captioned). Each module is arranged in the order that you should go through it, just as I would guide you through an in-person class. There are navigation arrows at the bottoms of each page, but if you're ever confused, you can click on Modules in the course menu to see how it is organized.
I mention this because the "To-Do" list in Canvas is attention-grabbing, but doesn't illustrate how the course is meant to be used. I'm always looking for ways to improve how to guide you through the material in order, so let me know if you have ideas!
Discussions
Discussions are an essential part of the class experience. You will be expected to respectfully interact with your classmates and me throughout the course.
What does "respectfully interact" mean to you? Should we have rules about how we post and interact in discussions? What should those rules be?
- Initial Post(s) (due every Thursday). Your initial post(s) in a discussion is your response to the prompts provided in the instructions for that discussion. Your personal, academic, and professional experience are invaluable and should be included! You should also reference the readings, videos, or other materials from the week.
- Response(s) (due every Monday). A discussion is a dialogue and I've provided prompts unique to each discussion for you to move the conversations forward.
Does this timeframe in Canvas sound reasonable? How else could we arrange it so that you can your classmates can talk about topics back and forth?
- Please note that Canvas only displays one due date (Thursday), even though you are expected to post in two parts. It is your responsibility to remember to post a response by Monday.
Since this is a limitation of Canvas that I can't change, what would help you remember to make that response post?
I occasionally participate in the discussion threads, but primarily want you and your classmates to have conversations around the prompts provided in the instructions.
You will receive feedback in the Assignment Comments and Assignment Rubric, viewable to just you and me.
Annotations
Annotations let us read, think, and discuss a text together. We'll be using Hypothes.is to share comments, questions, and replies. Our conversations will be visible to everyone in the class, but not outside of class.
You will receive feedback in the Assignment Comments, viewable to just you and me.
Research Journey
You will each have an editable page in Canvas where you will put information from the sources of information that you find throughout the quarter.
You will receive feedback in your Research Journey, Assignment Comments, and Assignment Rubric, viewable to just you and me.
Learning Plan
When you complete the core first six (6) weeks of the course, you'll then create a Learning Plan that indicates what grade you want to achieve and what additional "Choice Buffet" modules you'll complete to obtain that grade. Your Learning Plan is only visible to you and me.
You will receive confirmation in the Assignment Comments, also viewable to just you and me.
Worksheets
Worksheets guide you through course material with a mixture of quizzing and written responses. While the format looks like a quiz, it is a learning tool and not an assessment of your understanding. Your worksheet responses are only visible to you and me.
You will receive feedback in the Assignment Comments and Assignment Rubric, viewable to just you and me.
Quizzes
There are very few quizzes in this course and they're all designed as learning tools, not assessments. They are not timed and they are open-book (you may have multiple browser tabs open).
Just as you can resubmit any work, you can take the quiz as many times as you need to understand the content (in other words, please aim for 100%!). Don't worry--I'm here to answer questions when I haven't explained things clearly! Your quiz responses are only visible to you and me.
You will receive feedback in the Assignment Comments and Assignment Rubric, viewable to just you and me.
What's Next
Each Choice Buffet module ends with a "What's Next?" page that offers my concluding thoughts on the module topic and a space for you to tell me what you'll work on next. Your responses are only visible to you and me.
You will receive feedback in the Assignment Comments, viewable to just you and me.
Due Dates
As mentioned above, initial discussion posts are due on Thursdays. Responses to classmates' posts are due the following Mondays. Other activities and assignment due dates vary by module in Weeks 1-6.
You will set your own due dates for the "Choice Buffet" Modules.
Assignments do not close after their due date. I hope you will continue to reflect on your progress, revise your submissions, and resubmit for further feedback!
There are no grade penalties for late work. I trust you to take care of your needs first, even when it upends your schedule. Please understand that my feedback on late work may be delayed.
All work may be resubmitted without penalty. I really, really want to help you learn!
Feedback
I'm here to support your learning, so instead of judging your work, I'm going to give you feedback. I aim to point out where you can take your strengths and life experience and harness them to create information.
Feedback in Assignment Comments and Assignment Rubric are only visible to you and me.
I'll also give you some feedback by annotating your Research Journey page. Those annotations will be visible to everyone in the class, but not outside of class.
I'll show you How to View Feedback in the course.
Exception: I may not provide feedback on work submitted in the last week of the quarter.
Please submit work on time so that you can receive and use my feedback as you proceed with your research in this class or others!
Student Outcomes
Upon successful completion of this course, you should be able to:
- Critically analyze information in order to evaluate quality, relevance, and perspective, considering the positionality of the searcher, the information source, and the audience.
- Express the value of diverse ideas and worldviews and interrogate how authority is traditionally granted to dominant perspectives by intentionally seeking information from voices marginalized by mainstream information sources.
- Access information in a variety of formats by navigating information structures such as library catalogs, subscription databases, and open repositories, recognizing that information systems underrepresent the perspectives of marginalized groups.
- Synthesize new ideas while accurately representing and giving credit to the original ideas of others.
- Identify current information issues and controversies in order to facilitate critical evaluation of information and its sources.
-Pierce College Course Catalog (rev. Su22)
Are these outcomes meaningful to you? Are there others you would add for yourself or for the benefit of others?
Schedule (by Week)
- Orientation to the class and discuss what research is.
- Choose a topic, develop keywords, and write a "research question."
- Create a research plan, develop sub-research-questions, and discover and explore a "reference entry" in Primo, the library's main search tool.
- Consider the "information timeline," practice reading a "scholarly research article," and discover and locate an article in ProQuest, a library database.
- Discuss "citations," and practice advanced web searching techniques.
- Discuss bias in information and create your personal learning plan for the rest of the quarter.
Weeks 7-9 - Complete the activities in your learning plan. These may include (depending on what you choose!):
-
- discussing internet algorithms
- comparing mainstream and alternative news
- examining Indigenous ways of knowing
- discussing misinformation and disinformation
- considering publishing as a "gatekeeper"
- practicing writing information from your sources into a paragraph
Friday, June 14, is the last day of class. All work must be submitted no later than 11:59 p.m. on this date. This is a hard deadline with no extension.
Policies and Procedures
Accessibility & Disabilities
Pierce College values diversity and inclusion; we are committed to fostering mutual respect and full participation for all students. My goal is to create a learning environment that is equitable, inclusive, and welcoming. If you have or think you may have a disability that may affect your work in this class and feel you need accommodations, contact Access and Disability Services (ADS) at ADS@pierce.ctc.edu or (253) 912-3606 (Ft. Steilacoom) or (253) 864-3383 (Puyallup and JBLM) to see if you are eligible to receive services. If you are already approved for accommodations through the ADS, have requested your accommodations for this quarter, and would like to use your accommodations in my class please connect with me to discuss your needs.
Universal Accommodation
The following structures are designed for universal accommodation in this class. That means that you don't have to request them because they're already available to everyone:
- Assignments do not close after their due date
- There are no grade penalties for late work
- Course videos include captioning
- PDFs are screen-readable
- Quizzes are not timed
- Quizzes are open-book (you may have multiple browser tabs open)
- All work may be resubmitted without penalty
Course Completion
Please let me know if you have major changes in your circumstances (e.g., deployment) that affect your ability to complete all coursework within the course timeline. I will work with you to figure out how to get what you need out of the class.
Please know that I do not issue "incompletes" (getting an extension beyond the end of the quarter).
The last day to withdraw from the class and not have it show on your transcript is Saturday, April 27. (Withdraw by April 19 for a 100% refund.)
Pierce College requires that I submit an "Administrative Withdrawal for Non-Attendance" for students who have not participated in the course by the end of Week 1.
The very last day to withdraw from the class (it will show as a W on your transcript but will not affect your GPA) is Friday, June 7.
Learn more on the Getting Started page of the Academic Catalog.
Reasonable Accommodations for Faith/Conscience
Students who will be absent from or endure significant hardship in course activities due to reasons of faith or conscience may seek reasonable accommodations so that grades are not impacted. Such requests must be made in writing within the first two weeks of the beginning of the course. Students should review the Accommodations for Faith/Conscience Policy and follow the procedures.
(Be sure to also read the "Universal Accommodation" section above--I've tried to ease anxiety around absences!)
On-Campus Emergency Procedures
When you are on campus, it is your responsibility to know and understand emergency procedures. In the event of an emergency call 911 as soon as it is safe to do so, if possible also call Campus Safety at 253-444-0325.
Escorts - Safety escorts are available 24 hours a day, 7 days a week (not available at JBLM). Call Campus Safety at 253-444-0325.
Fire Alarm - During an emergency evacuation, take your valuables ONLY if it is safe to do so. You could put yourself or someone else at risk by delaying your exit. Plan to return to class once the alarm has stopped. Do not return until you have received an official all-clear.
Earthquake - DROP, COVER, and HOLD ON. Once the shaking stops, take your valuables and leave the building. Do not plan to return for the rest of the day. Do not return to the building until you have received an official all-clear.
Active Shooter - RUN, HIDE, FIGHT; run if possible, hide and/or barricade if escape is not possible, fight as a last resort. Most classroom and lab doors are kept locked. If you decide to barricade in a classroom or lab know how to secure the door so it is locked. This may be done by pulling the door fully closed or by sliding the lock block and pulling the door closed. Know how the door locks ahead of time.
Campus Alerts - Sign up for Pierce College emergency alerts on the College website.
Academic Honesty
Plagiarism means using other people’s words or ideas without giving proper acknowledgment. It is in violation of Pierce College’s Student Code of Conduct. Plagiarizing an assignment will result in a zero for that assignment.
About your Instructor
Kari Whitney is an adjunct faculty librarian and instructor at the Fort Steilacoom and Puyallup campuses. She earned her BA (an undergraduate degree) at Washington State University (WSU) and her MLIS (a graduate degree in information science) at the University of Washington (UW). Before joining Pierce College, she was a reference specialist at the UW Tacoma Library. (Prior to that, she worked in caregiving, nonprofit development, and law.) Much of her academic and professional experience has been with remote learning and she strives to facilitate a rich and thoughtful online classroom environment.