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Taste Testing Research Topics: Assessing the Scope and Feasibility of
First-Year Students’ Research Paper TopicsErin Rinto, Undergraduate Learning LibrarianMelissa Bowles-Terry, Head, Educational InitiativesUniversity of Nevada, Las Vegas
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What research topics do you most commonly see when you work with first-year students?
Information Emergency!
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How has power of imagination influenced the history of humanity and how is it important for the future generations?
How do the actions of the villain Darth Vader in Star Wars impact society psychologically?
How effective is following your passion to find a career now & in the future in America?
The Major Challenge
Head, A.J. & Eisenberg, M.B. (2010) “Truth Be Told: How College Students Evaluate and Use Information in the Digital Age.” Project Information Literacy Progress Report, University of Washington’s Information School.
Project Overview
• English 102: Composition – Scaffolded Research Project– Proposal– Annotated bibliography– 8-10 page paper
• Librarian Goals– Understand common patterns in topic selection regarding
scope and researchability– Identify common topics in order to provide support
• Methods of Inquiry– Rubric analysis of topics for suitability– Qualitative analysis of topics for common themes
Topic Narrowing Tutorial
Rubric Methods Exemplary-3 Points
Researchability
Final topic selection is able to be challenged, examined, or analyzed by a novice researcher with a variety of readily available resources (both scholarly and popular) in a feasible amount of time.
Appropriate Breadth
(8-10 pages)
Topic is manageable for an 8-10 page research paper. The student defines who is affected, what aspect of the issue they will deal with, what time frame they will be researching, and where their issue is present.
Topic-Related Vocabulary and
Language Context
Topic-related vocabulary is used to provide language context for the topic. Useful search terms can be derived from topic statement.
End Result as Arguable Topic
Final topic statement is thesis-driven and contains an argument. Student can proceed to the research process but may have to reflect back on the scope of the assignment.
Examples“Researchability”Final topic selection is able to be challenged, examined, or analyzed by a novice researcher with a variety of readily available resources (both scholarly and popular) in a feasible amount of time.
1: How have pharmaceutical drugs affected children's behavior world wide?
3: How does the use of affect in
anabolic steroidsathletic performance high-level athletes?
ExamplesAppropriate BreadthTopic is manageable for an 8-10 page research paper. The student defines who is affected, what aspect of the issue they will deal with, what time frame they will be researching, and where their issue is present.
1: How has overpopulation affected the Earth in the world currently?
3: How has factory farming affected the in the over the last 15 years?
environment US
ExamplesTopic-Related VocabularyTopic-related vocabulary is used to provide language context for the topic. Useful search terms can be derived from topic statement.
1: How has the impacted in the United States in the past 20 years?
3: How has the increased use of affected the of in the United States in the past few years?
media society
social mediaself esteem adolescents
ExamplesArguable TopicFinal topic statement is thesis-driven and contains an argument. Student can proceed to the research process but may have to reflect back on the scope of the assignment.
1: What goes through the mind of a professional football player during the game while on the football field?
3: Division 1 college football players should be getting paid to play.
Researchability Appropriate Breadth Topic-Related Vocab Arguable Topic
19
33
16
35
80
6671
100
46 46
58
10
Level 1: Beginning Level 2: Developing Level 3: Exemplary
n = 145 responses
Rubric Results
Content Analysis Methods
• 1,478 responses• ATLAS ti: qualitative data analysis software• Stop list: and, the, will, but, a• Simple word count for frequency• Grounded theory approach for coding
Content Analysis Results: Major Concepts
Concept Total Count Percentagehealth 632 43%environment 392 27%education 390 26%media 308 21%technology 301 20%
Reference: Lundstrom, K., & Shrode, F. (2013). Undergraduates and topic selection: a librarian’s role. Journal of Library Innovation, 4(2), 23–41.
Content Analysis Results:Who, When, Where?
Who? Children, young people, or students
24%
When? Past 33%Present 20%
Where? United States 50%
Implications: Changes to Instruction
Research is a Conversation
Step One“Eavesdropping”
Step Two“Entering”
Step Three“Engaging”
Pre-Research Establishing Claim Critically Evaluate Sources
Based on Davidson and Crateau’s (2000) “Conversation Model”
Implications: Changes to Instruction
“Research is a Conversation” video: https://www.library.unlv.edu/tutorials
Questions and Discussion
Erin Rinto, Undergraduate Learning [email protected] Bowles-Terry, Head, Educational [email protected]
Questions and
Discussion
