[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598804-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598804-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teaching-information-literacy-through-un-research","Teaching Information Literacy Through “Un-Research”","","Teaching information literacy through an “un-research” project reframes the conventional annotated bibliography by first requiring students to write research essays using only existing knowledge, then adding outside sources afterward. In a credit-bearing LIBR 113 course (spring 2014), the approach helped students make more thoughtful source choices and better explain the significance of sources in the research process. The article discusses implementation, observed outcomes, and considerations for adapting the method to both credit courses and one-shot instruction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-information-literacy-through-un-research/598804/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-information-literacy-through-un-research/598804.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the “un-research” project and how does it differ from an annotated bibliography?","Question",{"text":63,"@type":64},"Students first write based on existing knowledge without citing outside sources, then search for supporting sources to cite and annotate. This reverses the usual sequence in a standard annotated bibliography assignment.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why was the change made in the LIBR 113 course?",{"text":68,"@type":64},"The instructor observed that final annotated bibliographies varied widely in quality, and even motivated students often struggled to evaluate sources effectively or explain each source’s role in the overall research.",{"name":70,"@type":61,"acceptedAnswer":71},"What outcomes were reported after implementing the project in spring 2014?",{"text":72,"@type":64},"Students showed more thoughtful choices of sources and better articulation of the significance of those sources in the research process.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598804,1792449767,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 9, Issue 2, 2015 [FEATURE ARTICLE]  \nTEACHING INFORMATION LITERACY THROUGH “UN-RESEARCH”  \nAllison Hosier  \nUniversity at Albany, SUNY  \nStudents who write essays on research topics in which no outside sources are cited and where accuracy is treated as negotiable should generally not expect to receive good grades, especially in an information literacy course. However, asking students to do just this was the first step in the “un-research project,” a twist on the familiar annotated bibliography assignment that was intended to guide students away from “satisficing” with their choice of sources and toward a better understanding of scholarship as a conversation. The project was implemented as part of a credit-bearing course in spring 2014 with promising results, including a more thoughtful choice of sourceson students’ part. With some fine-tuning, the un-research project can offer an effective alternative to the traditional annotated bibliography assignment and can be adapted for a variety of instructional situations.  \n[THOUGHTS ON THE FRAMEWORK]  \nHosier, Teaching …Through “Un-Research” Communications in Information Literacy 9(2), 2015  \nINTRODUCTION  \nStudents who write research essays in which no outside sources are cited and where accuracy is treated as negotiable should generally not expect to receive good grades. This is especially true for essay writing inan information literacy course, where they are being taught how to effectively locate, evaluate, use and cite information appropriately. However, the results of the present study show that having students avoid using outside sources at all can be an effective method of teaching them about the role of source materials in the research process.  \nLike many credit-bearing information literacy courses, the culminating project for LIBR 113: Research Strategies for Education Majors was an annotated bibliography assignment. The course was offered at Coastal Carolina University, first as a face-to-face course in fall 2013, and then as a fully online course in spring 2014. The instructor observed that the quality of work submitted for the final annotated bibliography project could vary significantly from student to student. Even students who were otherwise successful in locating and citing sources fell short in evaluating those materials or articulating the role each source would play in their overall research. Essentially meaningless comments such as,“This source is good for my research because it relates to my topic,” and “This is a good source because it comes from the library,” were common. Some of this could be explained by students’ lack of motivation, given that LIBR 113 was a onecredit, elective course. However, more engaged students were not immune to the shortcomings observed in the annotated  \nbibliography assignment. It was clear that changes needed to be made.  \nTime between fall and spring semesters was too short to design an all-new project to replace the annotated bibliography. Instead, the solution was to put a twist on the existing assignment. This adjustment was intended to help students make stronger connections between the sources they were finding and the role those sources would play in the research process. To begin, students were required to write essays based only on existing knowledge on a chosen topic. Next, students searched for supporting sources to cite and annotate. The results were promising; students better articulated the significance of sources, and showed a more thoughtful choice of sources overall. The following article discusses thereframing of the annotated bibliography assignment as the “un-research” project, including the project’s positive outcomesand considerations for its future use in both credit-bearing courses and one-shot instruction sessions.  \nTHE IMPORTANCE OF  \nSCHOLARSHIP AS CONVERSATION  \nThe ability to effectively select and evaluate sources has been a central tenet of information literacy since the implementation of AC","cbCaiuuBLYVhWCUV","https://ap.wps.com/l/cbCaiuuBLYVhWCUV","pdf",398294,"English","# Introduction\n## The Importance of Scholarship as Conversation\n# Thoughts on the Framework","[{\"question\":\"What is the “un-research” project and how does it differ from an annotated bibliography?\",\"answer\":\"Students first write based on existing knowledge without citing outside sources, then search for supporting sources to cite and annotate. This reverses the usual sequence in a standard annotated bibliography assignment.\"},{\"question\":\"Why was the change made in the LIBR 113 course?\",\"answer\":\"The instructor observed that final annotated bibliographies varied widely in quality, and even motivated students often struggled to evaluate sources effectively or explain each source’s role in the overall research.\"},{\"question\":\"What outcomes were reported after implementing the project in spring 2014?\",\"answer\":\"Students showed more thoughtful choices of sources and better articulation of the significance of those sources in the research process.\"}]","Teaching Information Literacy Through “Un-Research” | PDF",1792087629,25]