This presentation covers the foundational elements of MLA 9th edition. Students learn how to create bibliographic references and in-text citations for the major source types (books, journal articles, websites, and videos).

Searching for things on the Internet can be like hunting for a needle in a large haystack. Just how large is the Internet?

This lesson plan was created by Stefanie Green as part of the 2020 NDE ELA OER Project. This lesson plan is designed for sophomore students and would most effectively be taught in collaboration between an English teacher and a school librarian. The lesson will take approximately 60 minutes. View the Google Slides presentation here: https://tinyurl.com/yxjz2zpu

The potential of information and communication technology (ICT) to promote economic growth, eradicate poverty, and assist the integration of emerging countries into the global economy has garnered widespread agreement. Accessible ICTs has become an obligation that as is governed by policies and procedures all around the world. Therefore, training the next generation of experts has now strategic aim of governments and institutes working toward inclusion and sustainable future. there also is a growing consensus that strengthening research capacity requires a concerted effort across multiple institutes. This paper discusses an overview of the ICT accessibility Research Capacity Building in the State of Qatar, including a Case Study on Our Experience at HBKU University and Working Together with the Mada Centre.

Indiana State Standards AS-2.1 through AS-2.3 research project for our Second Grade Class.

Midterm assignment for Introduction to Communication course that asks students to provide personal accounts of what they have done in researching their communication-related topics.

21.6–8.TL.4.1 Identify real-world issues and analyze technological resources for developing and refining questions for investigation.This activity challenges students to sharpen their observation skills and ability to wonder.  Know that virtually any source material/topic could be used.  This activity uses the topic hunger as an example. 

This lesson is to foster an understanding of how screenplay ideas are written, developed and supported with events, characters, dialogue, and other elements.

Note: Original .01 Ideas Lesson Plan created by Albion Movie, Inc.; this version modified for Adult Learners with their permission.

____________________________________________________________________________From Albion Movie, Inc.:  "BROUGHT TO YOU BY OUR SPONSOR:Our lesson plans are available at no cost to educators, thanks to the generosity of our education sponsor. Please visit the Bradenton Gulf Islands on Florida’s Gulf Coast". ____________________________________________________________________________This lesson is to foster an understanding of how screenplay ideas are written, developed and supported with events, characters, dialogue, and other elements.Note: Original .01 Ideas Lesson Plan created by Albion Movie, Inc.; this version modified for Adult Learners with their permission.  Learner Audience / Primary UsersAdult, 9th-12th grade reading level , non-traditional student working towards achieving a high school diploma Addresses: College & Career Readiness Standards (CCRS) AlignmentLevel: Adult EducationGrade Level: CCRS Grade Level E (9-12 grade reading level)Subject: CCRS English Language Arts Strand: CCRS Writing StrandSub-strand: Writing of Literature, History/Social Studies, or Technical subjectsStandard Description: CCRS description(s) for the specific standard(s) and supporting standard(s) that align with your lesson:CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.Prior Knowledge Students must read and write at the 9th grade level; have the ability to navigate the Internet, and type into a Word processor.Lesson Author & License Lesson Author: Suzanne Ensmann (Modified for Adult Ed students; original .01 Ideas Lesson Plan created by  Albion Movie, Inc.: "BROUGHT TO YOU BY OUR SPONSOROur lesson plans are available at no cost to educators, thanks to the generosity of our education sponsor. Please visit the Bradenton Gulf Islands on Florida’s Gulf Coast"). License for .01 Ideas Lesson Plan: Creative Commons CC BY 4.0 license 

Students continue the research begun in the associated lesson as if they were biomedical engineers working for a pharmaceutical company. Groups each perform a simple chemical reaction (to precipitate solid calcium out of solution) to observe what may occur when Osteopontin levels drop in the body. With this additional research, students determine potential health complications that might arise from a new drug that could reduce inflammatory pain in many patients, improving their quality of life. The goal of this activity is to illustrate biomedical engineering as medical problem solving, as well as emphasize the importance of maintaining normal body chemistry.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"An effective, tightly regulated immune response is critical for patients to recover from viral infections like COVID-19. Understanding immune regulation can allow researchers to develop better therapeutics and management techniques for patients. One class of factors involved with immune regulation are soluble immune mediators, which play roles in the dynamic interactions between ligands and membrane-bound receptors. Normally, soluble immune mediators help maintain and restore health after pathological events, but sometimes their dysregulation causes pathology instead. SARS-CoV-2 infection impacts many of these soluble immune mediators and, through them, many physiological processes. Thus, dysregulated shifts in the concentration of some of these molecules could be playing a significant role in COVID-19 severity and mortality..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Learn how to evaluate medical information as a non-medical expert using information literacy principles such as currency, noting research questions and methods and verifying claims with multiple sources.

Welcome to composition and rhetoric! While most of you are taking this course because it is required, we hope that all of you will leave with more confidence in your reading, writing, researching, and speaking abilities as these are all elements of freshman composition. Many times, these elements are presented in excellent textbooks written by top scholars. While the collaborators of this particular textbook respect and value those textbooks available from publishers, we have been concerned with disenfranchising students who do not have the resources to purchase textbooks. Therefore, we decided to put together this Open Educational Resource (OER) explicitly for use in freshman composition courses at Texas A&M University. Thanks to a generous grant from Dean David Carlson of the Texas A&M University Libraries, this project became a reality. It is a collaborative endeavor undertaken by faculty in the libraries and English Department as part of the Provost’s Student Success Initiatives at Texas A&M and continues to be a work in progress. Combined, Dr. Terri Pantuso, Dr. Kathy Anders, and Prof. Sarah LeMire have over 30 years of experience in writing and research instruction. Our goal is for students to leave this course as critical thinkers, polished writers, and informed citizens who can engage in civil public discourse. Gig ‘em, Ags!

Photo: https://www.flickr.com/photos/jharris0221/3229873359In this lesson, students will learn about and practice various ways to integrate quotations into their writing.

Interview protocol used to learn faculty use and perception of OER and the support needed

This course for first- or second-year college students was designed to be taught as a hybrid course that meets synchronously (face to face or on Zoom) twice a week, or an in-person course with meetings twice a week over a 10-week term at Southern Oregon University.

This course covers a foundation in the developing field of arts-based research (ABR) and a basic practicum in the skills for conducting research, critically analyzing data, and presenting findings in ABR.

This course was designed using a basis in aesthetic practices with a pedagogical lens of feminist/BIPOC theory to examine how data science has been and continues to be used for special interests that perpetuate barriers to access, diversity and inclusion.

This is not a comprehensive citation reference work. Its limited aim is to serve as a tutorial on how to cite the most widely referenced types of U.S. legal material, taking account of local norms and the changes in citation practice forced by the shift from print to electronic sources. It begins with an introductory unit. That is followed immediately by one on "how to cite" the categories of authority that comprise a majority of the citations in briefs and legal memoranda. Using the full table of contents one can proceed through this material in sequence. The third unit, organized around illustrative examples, is intended to be used either for review and reinforcement of the prior "how to" sections or as an alternative approach to them. One can start with it since the illustrative examples for each document type are linked back to the relevant "how to" principles.

This book acknowledges our changing information landscape, covering key concepts in information literacy to support a research process with intention. We start by critically examining the online environment many of us already engage with every day, looking at algorithms, the attention economy, information disorder and cynicism, information hygiene, and fact-checking. We then move into an exploration of information source types, meaningful research topics, keyword choices, effective search strategies, library resources, Web search considerations, the ethical use of information, and citation.

Welcome to your journey to becoming a communication scholar! We developed this workbook to guide you through the semester as you learn how understand and conduct scholarly research. What does it mean to be a scholar? A scholar is someone who specializes in a particular area of study. For you, this area is communication. And how do you become a scholar? By doing research.

But why is it important for you to learn research skills? You might be thinking, I want to be a journalist or make TV shows or work in public relations, why do I need to learn how to do research? Well, if you want someone to watch your TV show, read your article, or listen to your campaign, you will need to conduct research to see if the audience you’re targeting even exists. You will need to research to find out if your ideas are original, what the person you’re interviewing for an article has done in the past, or what makes a successful public relations campaign. You’ll need data in order to pitch your new TV show idea.

To be successful in organizational and business communication, it is essential that you learn how to effectively promote successful communication in any institution. This may include writing training manuals, employee handbooks, or conducting in-depth personnel research to ensure overall satisfaction of employees. Also, scholarly research is the foundation of any discipline, and many of the core principles of this field are derived from scholarly research.

Because we want you to succeed in the industry, we will spend the semester learning how to conduct research in the field of communication. We’ll start by providing you with a short history of communication research, show you how to gather academic research, and teach you how to write a literature review. Let's get started!

This course is intended for students pursuing research projects at the Media Laboratory. Topics include Media Lab research areas, documenting research progress, ethical issues in research; patents, copyrights, intellectual property, and giving oral, written, and online presentations of results. A final oral presentation is required. Enrollment limited with preference given to students in the Media Arts and Sciences freshman program.