Part I: Evidence supporting the need for specific focus on scientific literacy (or, more specifically, "research literacy") Introduction: Definining data literacy and scientific literacy.
Part II: Putting it into practice
What are peer reviewed articles made of?
Understanding Methods
Types of general approaches:
Qualitative
Quantitative
Mixed methods approaches
Chapter 2)
Specific research methods: For each, provide example, provide definition and overview, discuss benefits and limitations, discuss indicators that will be present in quality articles, and provide citations of published studies that can serve as accessible examples.
Quantitative methods
Experiments
Surveys
Meta-analyses
Qualitative methods
Observation
Interviews
Analysis of documents
Identifying publications that, although present in some peer reviewed journals, do not describe actual research
Anecdotal accounts
Theoretical papers
Commentary on social issues without clearly defining a problem, discussing a method for investigating the problem, or producing evidence of the phenomena in question
Chapter 4)
Evaluating Research: Strategies.
Chaper 5)
Evaluating Research: Practice
Chapter 6)
(Tentative) Mapping Research Evaluation Skills to the ACRL Framework for Information Literacy for Higher Education: Evaluating and engaging with research published in academic journals is a potentially very fruitful path towards facilitating students' achievement of the threshold concepts that form the core of the recently adopted Framework (http://www.ala.org/acrl/standards/ilframework). However, the use of the Framework is likely limited to academic libraries located in the United States; therefore, it is unclear whether a section focusing on the Framework would be appropriate in this publication.
