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MUS 351: Introduction to Music History IInformation Literacy Assignment WorkbookMUS 351 partially satisfies University Studies in Information Literacy [IL]. What exactly do we mean when we say “information literacy,” and why is it important?The American Library Association (ALA) has defined information literacy as “a set of abilities requiring individuals to:recognize when information is needed and have the ability to (a) locate, (b) evaluate, and (c) use effectively the needed information.”The Association of College & Research Libraries (ACRL) has defined information literacy as “the set of integrated abilities encompassing:the reflective discovery of information, the understanding of how information is (a) produced and (b) valued, and the use of information in (a) creating new knowledge and (b) participating ethically in communities of learning.” UNCW’s University Studies program recognizes that:Information literacy skills have become crucial for any lifelong learner, in part due to rapidly changing information technologies and increased access to a variety of information resources. A student’s ability to make critical choices about information is essential during his or her college career and beyond. Information literacy is essential in all disciplines and achieving information literacy skills positions students for academic, professional, and personal success.To foster the development of students’ information literacy skills within the music curriculum, this course shares the following Common Student Learning Outcomes with other IL courses at UNCW. In accordance with these learning outcomes, students will:Develop an effective strategy to search for, identify, and retrieve information in order to fully address an information need. (IL 1)Analyze retrieved information in order to evaluate its currency, authority, accuracy, relevance, and purpose. (IL 2)Synthesize and appropriately cite retrieved information in order to ensure information is utilized ethically and legally. (IL 3)Create a finished portfolio of written assignments –?annotated bibliography, program notes, literature review, and research project prospectus –?using retrieved information, and reflect on the iterative processes used to find, evaluate, synthesize, and ethically and legally utilize information. (IL 4)To achieve these learning outcomes, our work will be shaped by several threshold concepts (core ideas that, once understood, open up new pathways to understanding and participating in the discipline). These concepts are outlined in the ACRL’s Framework for Information Literacy in Higher Education. Final portfolios will be evaluated using the Information Literacy and Written Communication VALUE rubrics designed by the Association of American Colleges & Universities (AAC&U).Framework for Information Literacy for Higher EducationChicago: Association of College & Research Libraries, 2015Searching as Strategic ExplorationSearching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.The act of searching often begins with a question that directs the act of finding needed information. Encompassing inquiry, discovery, and serendipity, searching identifies both possible relevant sources as well as the means to access those sources. Experts realize that information searching is a contextualized, complex experience that affects, and is affected by, the cognitive, affective, and social dimensions of the searcher. Novice learners may search a limited set of resources, while experts may search more broadly and deeply to determine the most appropriate information within the project scope. Likewise, novice learners tend to use few search strategies, while experts select from various search strategies, depending on the sources, scope, and context of the information need.Knowledge PracticesLearners who are developing their information literate abilitiesdetermine the initial scope of the task required to meet their information needs;identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that information;utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;match information needs and search strategies to appropriate search tools;design and refine needs and search strategies as necessary, based on search results;understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information;use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;manage searching processes and results effectively.DispositionsLearners who are developing their information literate abilitiesexhibit mental flexibility and creativityunderstand that first attempts at searching do not always produce adequate resultsrealize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the searchseek guidance from experts, such as librarians, researchers, and professionalsrecognize the value of browsing and other serendipitous methods of information gatheringpersist in the face of search challenges, and know when they have enough information to complete the information taskSearching as Strategic ExplorationAssignmentPart I: Topic Selection and Determining Information Needs. “The act of searching often begins with a question that directs the act of finding needed information. […] Learners who are developing their information literate abilities determine the initial scope of the task required to meet their information needs.”Choose a single musical work (or a particular aria/song or movement from a large-scale work) that you are currently studying in your applied lessons or performing in an ensemble. This work can date from any era in music history, but it should be a work not covered in MUS 351–352 classes (choose a composition not already included in the Norton Anthology of Western Music). Now imagine that, for your upcoming public performance of this work, you will provide your audience with written program notes that will help them better understand the historical/aesthetic context of the piece and its composer. What are program notes? Read the two professional examples provided in Jonathan Bellman’s Short Guide to Writing About Music (Chapter 4, “Practical Writing: Program and Liner Notes,” pp. 55–65).In each example, what information does the author share about the piece and its composer? Make a list of all the items of information (e.g., date of composition/premiere performance, geographic location, composer’s biographical details, reception, analysis of the piece, etc.) that each author chose to include. Then, based on these two examples, make a list of all the types of information that might be included in program notes.Program Notes Example 1: Giovanni Gabrieli, CanzonaProgram Notes Example 2: Tommaso Albinoni, Oboe Concerto in G minor Information to Potentially Include in Program Notes:Without looking up any information, what existing knowledge do you already have about the work you’ve chosen? In a brainstorm, write down everything that you know (off the top of your head!) about the work and its composer.Based on the two examples of professional program notes you’ve read and given your existing knowledge, make a list of information that you need to find in order to successfully write your program notes. What information do you hope to discover about your chosen work and, in turn, share with audience members to help enhance their appreciation of the music? Keep in mind that you may not be able to find all of the information you seek, so use this space to brainstorm all of the research questions you have about your selected work. Searching as Strategic ExplorationAssignmentPart II: Creating a Preliminary Bibliography, Locating SourcesLearners who are developing their information literate abilities: identify interested parties, such as scholars, organizations, governments, and industries, who might produce information about a topic and then determine how to access that informationmatch information needs and search strategies to appropriate search toolsuse different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately.”What are your current strategies and practices for finding information? How would you go about locating the information you need to write your program notes? Without looking ahead in this handbook and being completely honest (it’s okay!!), write down your go-to methodology (i.e., step-by-step search process you would normally follow). What search tools are you using, and what terms are you using to search?Using that methodology, create a bibliography of your sources (including any audio/video recordings) in Chicago/Turabian style. Use the Turabian manual, the back of Bellman’s Short Guide to Writing About Music, or Purdue OWL to ensure your formatting is correct.Reflect on the strengths and weakness of your current methodology. Are you confident in the reliability and currency of sources obtained, as well as the thoroughness and accuracy of the information you located? Have you satisfactorily solved your information need? What, if any, information, are you still seeking?Current Research Methodology:Preliminary Bibliography:Reflection:Searching as Strategic ExplorationAssignmentPart III: Research Consultations and Revising Your Bibliography Learners who are developing their information literate abilities: understand that first attempts at searching do not always produce adequate results realize that information sources vary greatly in content and format and have varying relevance and value, depending on the needs and nature of the searchseek guidance from experts, such as librarians, researchers, and professionalsSchedule an individual or group research consultation with the liaison librarian to the Department of Music, Beth Thompson (thompsonb@uncw.edu). Take detailed notes during your consultation. Following your appointment, begin gathering new sources found using search tools or strategies recommended by Ms. Thompson. Write a short reflection: what new tool or strategies did you learn to use? In what ways did your appointment with a specialist librarian enhance your ability to find credible information to complete your program notes?New Sources Found:Reflection:Your MUS 351 professor is also available for assistance with matching your information needs to appropriate search tools, as well as refining your search strategies and helping you locate materials. Use the following list of recommended search tools, then schedule an individual or group research consultation if you need additional guidance or assistance using resources like Interlibrary Loan.Recommended Tools for Research in Music History:Find the Grove Music Online encyclopedia article on the composer of your piece.From the library’s music guide (), go to Oxford Music Online (first under Recommended Databases). Search for the composer of your piece and select the Grove Music Online article on this composer. (Make sure it’s Grove Music Online, not the Oxford Dictionary of Music, the Oxford Companion to Music, or anything else.) This Grove article will be your first source. In the upper right-hand corner of the article, click on the pencil icon, select “Preview citation in Chicago,” then download the citation to Word. Note that you will need to adjust font, font size, and punctuation (e.g., retyping foot marks "…" as quotation marks “…”).Gather more relevant sources from the bibliography at the bottom of the Grove Music Online composer article.For composers about whom much has been written, this bibliography will be divided into multiple sections; look through the sections most relevant to your research topic (e.g., “Operas” if you are researching an aria from Mozart’s Marriage of Figaro).Where possible, locate primary sources (e.g., letters, diaries, and writings by the composer and/or the composer’s contemporaries).If you do not have reading knowledge of languages other than English, your choices likely will be limited to English-language sources. However, you may be able to use RILM (see below) to find English-language abstracts summarizing the main argument and content of these sources. Note that these entries are NOT in Chicago style. You will need to modify them accordingly. Use either the Turabian manual or the back of the Bellman Short Guide to Writing About Music to do so.Search RILM Abstracts of Music Literature for journal articles, books, book chapters, dissertations, and more on your composer, piece, and/or comparable works in that genre. This resource is located under Music Indexes and Bibliographies on JSTOR for peer-reviewed, scholarly journal articles on your composer, piece, and/or comparable works in that genre. This resource is located under Recommended Databases on the UNCW library catalog () and WorldCat ()Search Google Books (books.) and Google Scholar (scholar.), but be careful to choose scholarly sources from reputable publishers (e.g., university presses) and credible authors.Based on your research consultations with the department’s liaison librarian and your professor, create a revised bibliography of the sources that seem most promising (i.e., thorough and relevant) in providing the information you need to write your program notes. Revised Bibliography:Framework for Information Literacy for Higher EducationChicago: Association of College & Research Libraries, 2015Information Creation as a ProcessInformation in any format is produced to convey a message and is shared via a selected delivery method.?The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.The information creation process could result in a range of information formats and modes of delivery, so experts look beyond format when selecting resources to use. The unique capabilities and constraints of each creation process as well as the specific information need determine how the product is used. Experts recognize that information creations are valued differently in different contexts, such as academia or the workplace. Elements that affect or reflect on the creation, such as a pre- or post-publication editing or reviewing process, may be indicators of quality. The dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes. Recognizing the nature of information creation, experts look to the underlying processes of creation as well as the final product to critically evaluate the usefulness of the information. Novice learners begin to recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs.Knowledge PracticesLearners who are developing their information literate abilitiesarticulate the capabilities and constraints of information developed through various creation processes;assess the fit between an information product’s creation process and a particular information need;articulate the traditional and emerging processes of information creation and dissemination in a particular discipline;recognize that information may be perceived differently based on the format in which it is packaged;recognize the implications of information formats that contain static or dynamic information;monitor the value that is placed upon different types of information products in varying contexts;transfer knowledge of capabilities and constraints to new types of information products;develop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys.DispositionsLearners who are developing their information literate abilitiesare inclined to seek out characteristics of information products that indicate the underlying creation process;value the process of matching an information need with an appropriate product;accept that the creation of information may begin initially through communicating in a range of formats or modes;accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes;resist the tendency to equate format with the underlying creation process;understand that different methods of information dissemination with different purposes are available for their use.Authority Is Constructed and ContextualInformation resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.Experts understand that authority is a type of influence recognized or exerted within a community. Experts view authority with an attitude of informed skepticism and an openness to new perspectives, additional voices, and changes in schools of thought. Experts understand the need to determine the validity of the information created by different authorities and to acknowledge biases that privilege some sources of authority over others, especially in terms of others’ worldviews, gender, sexual orientation, and cultural orientations. An understanding of this concept enables novice learners to critically examine all evidence—be it a short blog post or a peer-reviewed conference proceeding—and to ask relevant questions about origins, context, and suitability for the current information need. Thus, novice learners come to respect the expertise that authority represents while remaining skeptical of the systems that have elevated that authority and the information created by it. Experts know how to seek authoritative voices but also recognize that unlikely voices can be authoritative, depending on need. Novice learners may need to rely on basic indicators of authority, such as type of publication or author credentials, where experts recognize schools of thought or discipline-specific paradigms.Knowledge PracticesLearners who are developing their information literate abilitiesdefine different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event);use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility;understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sources;recognize that authoritative content may be packaged formally or informally and may include sources of all media types;acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice;understand the increasingly social nature of the information ecosystem where authorities actively connect with one another and sources develop over time.DispositionsLearners who are developing their information literate abilitiesdevelop and maintain an open mind when encountering varied and sometimes conflicting perspectives;motivate themselves to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways;develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview;question traditional notions of granting authority and recognize the value of diverse ideas and worldviews;are conscious that maintaining these attitudes and actions requires frequent self-rmation Creation as a Process andAuthority Is Constructed and ContextualAssignmentPart I. Assessing Types of Sources Learners who are developing their information literate abilities:assess the fit between an information product’s creation process and a particular information need are inclined to seek out characteristics of information products that indicate the underlying creation processvalue the process of matching an information need with an appropriate productLooking back at your revised bibliography, identify the format or genre of each source (e.g., single-authored book, journal article, chapter in an edited volume, book review, interview, audio recording, CD liner notes, etc.). Is it a primary, secondary, or tertiary source? Is it intended for a specialized or a general audience? Is it a peer-reviewed or non-peer-reviewed source? (How can you tell?) List the different types of sources included in your revised bibliography.Types of Sources:In a short reflection, assess the variety (or lack thereof) in source formats currently included on your bibliography. What are the benefits of having a variety of different types of sources? Which additional formats might be helpful to include in your bibliography? How does the creation process of a source (including the format of the final product, as well as the intended audience) impact the type and value of information it provides? Reflection:Information Creation as a Process andAuthority Is Constructed and ContextualAssignmentPart II. Assessing Credibility of SourcesLearners who are developing their information literate abilities:define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event)use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibilityunderstand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard,” and yet, even in those situations, some scholars would challenge the authority of those sourcesWhat are some factors you might look for when assessing the credibility of a source and its author?Choose one single-authored book from your revised bibliography. Using the UNCW library search tool or JSTOR, locate and read at least two reviews of that book, published in peer-reviewed journals. Who are the authors of these book reviews (what are their credentials or positions)?Where (i.e., in which journals) were these book reviews published? According to each of these two reviewers, what are the major strengths and/or weaknesses of the book in question? Book Review #1:Book Review #2:How did reading these book reviews help you assess the credibility and value of the book? Are you aware of any potential shortcomings or problems of this book as an information source for your program notes? Information Creation as a Process andAuthority Is Constructed and ContextualAssignmentPart III. Creating an Annotated BibliographyLearners who are developing their information literate abilities: monitor the value that is placed upon different types of information products in varying contextsdevelop, in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveysacknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practiceThe following guides created by the Cornell University Library are helpful resources in creating an annotated bibliography: see on questions to ask in evaluating information sources and on the components of an annotation, as well as a few sample entries. Remember that your bibliographic entries must be in Chicago style, not APA or MLA.In addition to your summary of the contents of each source, use Parts I and II of this assignment (assessing types and credibility of sources) in your critical evaluation of each source.Annotated Bibliography:Framework for Information Literacy for Higher EducationChicago: Association of College & Research Libraries, 2015Information Has ValueInformation possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.The value of information is manifested in various contexts, including publishing practices, access to information, the commodification of personal information, and intellectual property laws. The novice learner may struggle to understand the diverse values of information in an environment where “free” information and related services are plentiful and the concept of intellectual property is first encountered through rules of citation or warnings about plagiarism and copyright law. As creators and users of information, experts understand their rights and responsibilities when participating in a community of scholarship. Experts understand that value may be wielded by powerful interests in ways that marginalize certain voices. However, value may also be leveraged by individuals and organizations to effect change and for civic, economic, social, or personal gains. Experts also understand that the individual is responsible for making deliberate and informed choices about when to comply with and when to contest current legal and socioeconomic practices concerning the value of information.Knowledge PracticesLearners who are developing their information literate abilitiesgive credit to the original ideas of others through proper attribution and citation;understand that intellectual property is a legal and social construct that varies by culture;articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain;understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information;recognize issues of access or lack of access to information sources;decide where and how their information is published;understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online;make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.DispositionsLearners who are developing their information literate abilitiesrespect the original ideas of others;value the skills, time, and effort needed to produce knowledge;see themselves as contributors to the information marketplace rather than only consumers of it;are inclined to examine their own information rmation Has ValueAssignmentPart I. Reflection on Use of Free Online ResourcesLearners who are developing their information literate abilities:articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domainvalue the skills, time, and effort needed to produce knowledgeTwo of the most familiar and commonly used resources in music are YouTube and IMSLP. What are the potential legal or ethical problems with using these resources? Why use a subscription service like Naxos Classical Music Library instead of YouTube? Why order a score through Interlibrary Loan rather than downloading a free version from IMSLP?Part II. Reflection on Information ValueLook back at your initial brainstorm on your chosen piece (p. 4 of this workbook). What new information have you learned during the research process? To which sources are you indebted for that knowledge? Choose the single most valuable source from your bibliography, and consider the time and skills (in both researching and writing) that the author invested in producing that knowledge. Can you determine approximately how long the scholar has engaged with this topic over the course of his/her career? For example, did the project originally stem from a dissertation or conference presentation years prior to the article or book? Did the author’s project require archival research, interviews, translations from foreign languages, etc.? Information Has ValueAssignmentPart III. Program Notes with Footnote Citations and BibliographyLearners who are developing their information literate abilities:respect the original ideas of othersgive credit to the original ideas of others through proper attribution and citationUsing information gathered through the previous assignments (bibliography, revised bibliography, annotated bibliography), begin drafting program notes for your selected musical work. Program notes should be 5–7 pages in length (12-point Times New Roman, double-spaced, 1-inch margins), exclusive of the bibliography and musical examples/images, and must appropriately cite sources using footnotes and a bibliography (both in Chicago style). Although some of the information gathered during your research process may have been new to you, you do not need to give a footnote citation if the information is “common knowledge” or is widely accepted. (For example, “George Frideric Handel was born in Halle” or “Mozart wrote three operas in collaboration with librettist Lorenzo da Ponte.”) However, you must use properly formatted (Chicago style) footnote citations in all of the following circumstances. When in doubt, err on the side of caution!direct quotation (even if it’s only a short phrase or one distinctive word) paraphrase of an author’s original ideas or findingssummary of an author’s distinctive ideas, interpretation, or argumentfacts or data found exclusively in a particular source (for example, if a scholar is the first to discover a new piece of information)Do not “wait until the end” to add in or fix footnotes! This bad habit often results in unintentional plagiarism, incomplete citations, or the inability to find the exact source (including page number) of a quote or other piece of information.The final draft of the program notes is expected to be a third draft (minimum) and must be accompanied by a written reflection that discusses the iterative processes used to find, evaluate, synthesize, and ethically and legally utilize information in this project over the course of the semesterFramework for Information Literacy for Higher EducationChicago: Association of College & Research Libraries, 2015Scholarship as ConversationCommunities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.Research in scholarly and professional fields is a discursive practice in which ideas are formulated, debated, and weighed against one another over extended periods of time. Instead of seeking discrete answers to complex problems, experts understand that a given issue may be characterized by several competing perspectives as part of an ongoing conversation in which information users and creators come together and negotiate meaning. Experts understand that, while some topics have established answers through this process, a query may not have a single uncontested answer. Experts are therefore inclined to seek out many perspectives, not merely the ones with which they are familiar. These perspectives might be in their own discipline or profession or may be in other fields. While novice learners and experts at all levels can take part in the conversation, established power and authority structures may influence their ability to participate and can privilege certain voices and information. Developing familiarity with the sources of evidence, methods, and modes of discourse in the field assists novice learners to enter the conversation. New forms of scholarly and research conversations provide more avenues in which a wide variety of individuals may have a voice in the conversation. Providing attribution to relevant previous research is also an obligation of participation in the conversation. It enables the conversation to move forward and strengthens one’s voice in the conversation.Knowledge PracticesLearners who are developing their information literate abilitiescite the contributing work of others in their own information production;contribute to scholarly conversation at an appropriate level, such as local online community, guided discussion, undergraduate research journal, conference presentation/poster session;identify barriers to entering scholarly conversation via various venues;critically evaluate contributions made by others in participatory information environments;identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge;summarize the changes in scholarly perspective over time on a particular topic within a specific discipline;recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.DispositionsLearners who are developing their information literate abilitiesrecognize they are often entering into an ongoing scholarly conversation and not a finished conversation;seek out conversations taking place in their research area;see themselves as contributors to scholarship rather than only consumers of it;recognize that scholarly conversations take place in various venues;suspend judgment on the value of a particular piece of scholarship until the larger context for the scholarly conversation is better understood;understand the responsibility that comes with entering the conversation through participatory channels;value user-generated content and evaluate contributions made by others;recognize that systems privilege authorities and that not having a fluency in the language and process of a discipline disempowers their ability to participate and engage.Scholarship as ConversationAssignmentPart I. Comparing Older and Newer Sources Learners who are developing their information literate abilities:identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge;summarize the changes in scholarly perspective over time on a particular topic within a specific discipline;recognize that a given scholarly work may not represent the only or even the majority perspective on the issue.During the last four decades, musicologists have made many startling discoveries leading to new conclusions about music of the past. Present ONE such new idea, interpretation, analysis or insight as it relates to your chosen musical work.From your revised bibliography or a new search, choose one earlier (pre-1980) and one contemporary (post-1980) piece of scholarship on your chosen work. These two sources must reflect different perspectives or approaches. Summarize each author’s ideas and explain how the two sources, when taken together, reflect how scholarship on this particular topic has changed over time.Defend or refute each author’s views based on your own musical analysis. Part II. Scripting the Scholarly ConversationIn a conversation, different people contribute different pieces of information based on their particular knowledge and experience. Participants in the conversation respond to each other in various ways: sometimes they disagree with each other, correct each other, build on what another speaker has said by adding a new piece of information, or pose new questions.Imagine that at least FOUR major scholars from your revised bibliography are having a conversation with each other about your chosen work and its composer. (Two may be carried over from Part I, above.) What would each scholar contribute to the conversation? Create this imagined dialogue as a script. Whenever you quote or paraphrase from a scholar’s work, you must give a complete footnote citation. Try to include yourself in the dialogue as well, since you are part of this larger scholarly discussion.Part III. Writing a Literature ReviewA review of literature summarizes and assesses past and current scholarship on a given topic. For more information, see UNC’s handout on literature reviews, available at writingcenter.unc.edu.Your literature review should contain a short introduction to the topic (i.e., your chosen musical work); a body in which you discuss at least four major sources, organized chronologically, thematically, or methodologically (use Parts I and II, above, to get help you get started); and a conclusion in which you discuss what you have drawn from your review of the existing literature. What gaps seem to exist? What questions do you have that remain unanswered? Where might this conversation go next? Framework for Information Literacy for Higher EducationChicago: Association of College & Research Libraries, 2015Research as InquiryResearch is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved. Experts recognize the collaborative effort within a discipline to extend the knowledge in that field. Many times, this process includes points of disagreement where debate and dialogue work to deepen the conversations around knowledge. This process of inquiry extends beyond the academic world to the community at large, and the process of inquiry may focus upon personal, professional, or societal needs. The spectrum of inquiry ranges from asking simple questions that depend upon basic recapitulation of knowledge to increasingly sophisticated abilities to refine research questions, use more advanced research methods, and explore more diverse disciplinary perspectives. Novice learners acquire strategic perspectives on inquiry and a greater repertoire of investigative methods.Knowledge PracticesLearners who are developing their information literate abilitiesformulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information;determine an appropriate scope of investigation;deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;use various research methods, based on need, circumstance, and type of inquiry;monitor gathered information and assess for gaps or weaknesses;organize information in meaningful ways;synthesize ideas gathered from multiple sources;draw reasonable conclusions based on the analysis and interpretation of information.DispositionsLearners who are developing their information literate abilitiesconsider research as open-ended exploration and engagement with information;appreciate that a question may appear to be simple but still disruptive and important to research;value intellectual curiosity in developing questions and learning new investigative methods;maintain an open mind and a critical stance;value persistence, adaptability, and flexibility and recognize that ambiguity can benefit the research process;seek multiple perspectives during information gathering and assessment;seek appropriate help when needed;follow ethical and legal guidelines in gathering and using information;demonstrate intellectual humility (i.e., recognize their own intellectual or experiential limitations).Research as InquiryAssignmentProposal for MUS 352 Research PaperLearners who are developing their information literate abilities:monitor gathered information and assess for gaps or weaknessesformulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, informationNext semester in MUS 352, you will continue your research and writing on the same musical work, but you will shift from expository writing (biographical program notes and literature review) to a thesis-driven paper. Using your literature review, assess what information gaps exist in current scholarship as it relates to this particular musical work. What questions remain unanswered? How might you address the current gap in knowledge? How can you make an original contribution to the ongoing scholarly conversation about this work and its composer?Your proposal must include the following sections (format and descriptions adapted from CSURF):TitleIntroduction and Literature Review –?background or context of project, including review of relevant published literatureSpecific Objective or Research Question(s) – focus of inquiry or what the paper will accomplish; may include a thesis, hypothesis, or statement of purposeJustification or Rationale – why this project is important to your own field and outside your fieldMethods or Critical Framework –?what specifically will be done to accomplish the objective or answer the research question(s), including methods of gathering information or developing the final paper, as well as plans for interpretation of informationBibliography –?references cited in Chicago styleThis proposal should be 5–7 pages in length (12-point Times New Roman, double-spaced, 1-inch margins), exclusive of the bibliography and any musical examples/images, and must appropriately cite sources using footnotes and a bibliography (both in Chicago style). ................
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