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The following ideas from Dr. Banerji's video still resonate for me.  In particular, the different goals of research stand out. Many students conduct research, although on Google or Wikipedia, routinely without a thought as to how to use the results of their search. As educators, we can and should guide students on how to complete scholarly research.

* By conducting research we become part of the scientific community through the act of scholarship. This means we join the groups of people who are "scholarly" - related to the birth of sciences and the modern understandings of knowledge.
* The academic research process is much more comprehensive than any of the "Big 6" style models. There are thirteen steps including identification of a research question, formulation of a research problem, literature review I, construction of a hypothesis, identification of variables, literature review II, establishing a theoretical framework, creation of research design, using instruments for data collection (questionnaires, surveys, etc.), writing a research proposal, collection of data, processing of data, and arriving at conclusions/writing reports.
* While creating a hypothesis may be personal, research itself must be impersonal so that the results may be applicable to anyone or everyone.
* One of the goals of research methodology is to understand and interpret scholarship and research reports so that we may identify their major elements.
* Different types of research accomplish different goals:

1. pure research seeks knowledge without any thought of how to apply it.

2. applied research seeks knowledge that can be applied to reach a certain goal (such as technology).

3. practical research seeks knowledge of dynamic actions in the process of applications (ie: engineering).

**On a personal note, I enjoy the origin of words in order to help my understand more words in the future. There was quite a volume of words in the lecture that were completely new to me. I predict much personal growth this semester.

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Module 2 - "Scholarly Research" Patten Readings

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Module 2 - "Scholarly Research" Patten Readings

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It helped me greatly to have all the Platten readings grouped into smaller sections. The technicalities of empirical research in comparison to observational research was something that didn't really "click" for me until several weeks later. Having the assigned questions at the end of each chapter benefited me because I used them as guided reading questions. Topic 4 breaking down the specific types of research did help me understand the various purposes of research and how we need to utilize the best method of research in order to gain a valid result.

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Module 3 - Literature Review, Ethics & Electronic Searches

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Module 3 - Literature Review, Ethics & Electronic Searches

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Hypothesis are familiar to me as a previous 7th grade teacher listening to my students discuss their science assignments. The Platten reading provided specific differences in hypothesis and how they can form our research. Furthermore, I appreciated the reminders of our ethical obligations when conducting research. Finally, the literature review chapter from Platten ended up becoming quite relevant to me when I was unable to locate any findings as I began my research into the question of effects of book challenges and bans on students.

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Module 4 - Selecting a database & APA style

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Module 4 - Selecting a database & APA style

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APA style is still not something that comes as second nature to me.  In completing most of my assignments I rely on the Chegg citation machines to ensure that I have correct citations for all my references.  The Purdue OWL site has also been helpful in my quest for accurate in-text citations.

Just as my junior high students are unaware of the databases available to them for research while on campus, I was unaware of the volume of different databases available to me as a graduate student. It is quickly overwhelming to see the varying returns when typing the exact same search keys and Boolean operators into different databases. Very quickly I was able to determine which databases I should be using to locate the most applicable studies and articles for my research topic. This practice will help me scaffold database instruction for teachers so that together we can demonstrate appropriate use for students when their research units come up in the scope & sequence.

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The inclusion of grant writing in the syllabus for our research class caused me to wonder. Also for the last three years while I have worked in my current district, annually there are PD sessions on how to write a grant. I silently giggled thinking that it couldn't be that difficult to justify the request for funds when purchasing items for students. Viewing the Rockis videos quickly silenced my giggles and explained the inclusion of grant writing in a research class. Never in three years did it occur to me that research was required to submit a successful grant.

I now understand the purpose of prospective librarians understanding the grant writing process.  We may create and submit grants for items outside our annual budget.  Also, it may be helpful for us to assist staff members with research for their own grant proposals.

As a result of this unit and our exposure to VR/AR, I am hoping to write a grant this year to request VR equipment for our campus. I believe that the lessons from this module have prepared me to benefit more from the grant writing PD sessions.

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My current understanding of the literature review process is that it is the stage of research where a researcher will actively search databases for any existing papers or studies which could answer their hypothesis. This stage was difficult for me to grasp in the moment because there were no existing empirical studies or papers to assist me in the process.  I now grasp that it is during this step of research that a researcher will determine if they have pondered a hypothetical question that nobody has previously researched.

Since my exploration for our literature review, I have learned a few tips and tricks on how to support myself in later steps of the research process. For example, I know add copies of any relevant information sourced from the databases into my Google Drive for an easier ability to return to the data for details. This is a trick I definitely plan to show my campus teachers so they can demonstrate the practicality of database searches to our students.

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It is in the methods section of a research proposal where a researcher specifies how they intend to determine answers for their hypothesis. When imagining how to investigate or survey participants, it can be daunting since there are so many methods at our disposal. The specificity of our hypothesis or age of our intended participants can have an affect on the methods selected.

Any methods noted within our research proposal are not carved in stone. I noted in my research that items returned in my literature reviews alerted readers to changes made during the process as results of issues with the process, the participants, or timing of the research. Similar to planning a lesson where a teacher must anticipate student's misconceptions, a researcher may need to prepare for alternate or amended methods to be used in their research.

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At this final point in the research process, all components come together to create the final research proposal. Reviewers are beneficial to helping anticipate misconceptions. I was grateful for the peer review of my proposal. She provided me with some preparatory and clarifying questions which may be useful during the actual research process.  Even though we have AI, grammar, and spelling checks for the creation of our documents, our computer programs are not infallible and peer assistance is useful.

Because we created each section of the research proposal individually, this made the entire proposal compilation much more achievable. The repeated searching mentioned in Dr. Banerji's video was evident at this point of the process.  It was during the revisions that I realized how beneficial it is to have my database materials saved on my Google Drive for review and clarification. I also revisited my notes to see why I had included some information from the literature review.

Now if I have a student approach me to assist them with research for their class I feel that I am more prepared to guide them successfully through their process.