RESEARCH TOOLS USING MULLINS LIBRARY

Purpose: This assignment is a continuation of exploring the different tools in Mullins

Library. In this assignment you will explore the different search categories in Mullins
based on a topic in your field of study.
Background of This Assignment: Every semester during the last month of the course
I seek input from my students in this course on how I can improve the course, what I
need to take out and what I need to add. As much as possible, I implement the
suggestions. This course is for you and designed to meet your needs. Several of the fall
students suggested that I provide additional assignments using Mullins Library. They felt
they learned a lot from the first assignment and would like to use it more. Additionally,
several of the students stated that my directions are so step-by-step and allow little
room for creativity. They also suggested that instead of providing such detailed
directions to occasionally give you a general idea of what I want and then let the
students figure it out. So, here goes!
Directions:
1. Determine your focus. This is the theme for your search. For example, I am
interested in computer programming, specifically teaching computer
programming. This is also my field of study. (It’s not a random topic.) Teaching
computer programming would be my focus. Your focus must be from your field of
study (major as listed in UAConnect.)
2. Include 5 different sources. Types of sources can be books, journals,
dissertations all located online in Mullins Library, audio, video and reference. Six
sources are listed in the image below. You will need to use five of these.

If your search term is not giving you results, change your search term to
something similar.

3. Criteria: (All must be related to your UAConnect major.)

Journal Articles: Provide name of journal, author, year, and a brief summary (6 to
7 sentences) of what the article was about. Do not include your opinion.
• “Cumulative Risk and Child Development”; Gary W. Evans, Sara Sepanski
Whipple, and Dongping Li; 2013; Childhood multiple risk factor exposure
exceeds the adverse developmental impacts of singular exposures.
Multiple risk factor exposure may also explain why sociodemographic
variables (e.g., poverty) can have adverse consequences. Most research
on multiple risk factor exposure has relied upon cumulative risk (CR) as
the measure of multiple risk. CR is constructed by dichotomizing each risk
factor exposure (0 = no risk; 1 = risk) and then summing the dichotomous
scores. We review the child CR literature, comparing CR to alternative
multiple risk measurement models. We also discuss strengths and
weaknesses of developmental CR research, offering analytic and
theoretical suggestions to strengthen this growing area of scholarship.
Finally, we highlight intervention and policy implications of CR and child
development research and theory.
• Evans, G. W., Li, D., & Whipple, S. S. (2013). Cumulative risk and child
development. Psychological Bulletin, 139(6), 1342–1396. https://0-doi-
org.library.uark.edu/10.1037/a0031808.supp (Supplemental)
Theses and Dissertations: Provide name of dissertation, author, year, and a brief
summary (6 to 7 sentences) of what the theses/dissertation was about. Do not
include your opinion.
• “The Parent/Teacher Relationship and the Effectiveness of the Teaching
Important Parenting Skills (TIPS) Program for Enhancing Parents’
Knowledge about Child Development”; Meghan Anderson; 2017; Parent
involvement in education has been highly encouraged because of its
strong associations with positive developmental outcomes for children.
Teaching Important Parenting Skills: TIPS for Great Kids! (TIPS) is a
program in Arkansas that relays research-based information cards to
parents through the support network of the teachers. This study examines
how effective the TIPS program was in enhancing parent’s knowledge on
child development and observes the influence of the parent-teacher
relationship. Although no significant correlation was found between the
parent/teacher relationship and parent knowledge, a significant correlation
was discovered between the parent/teacher relationship and whether
parents read the TIPS card provided to them. Results are discussed with
the hope that future studies will continue to examine how to best relay
helpful parenting information to families and how to further enhance the
TIPS method of relaying such information through children’s teachers.
• Anderson, Meghan, "The Parent/Teacher Relationship and the
Effectiveness of the Teaching Important Parenting Skills (TIPS) Program
for Enhancing Parents' Knowledge about Child Development"
(2017). Theses and Dissertations. 2503.
https://scholarworks.uark.edu/etd/2503
Books: Provide name of book, author and year. Provide one sentence on what
the book is about.
• Child Development; Laura E. Berk; 2006; The seventh edition of this
approach to child development has added new pedagogy, a heightened
emphasis on the interplay between biology and environment, expanded
coverage of culture, and an enhanced focus on education, health, and
social issues.
• Berk, L. E. (2006). Child development(Seventh ed.). Boston, MA: Pearson/Allyn and
Bacon.

Audio: Provide name of audio, author and year. (Most of you will have to skip this
search and not count it as part of your five.)
Video: Provide name of video, author and year. Provide name of the Genre.
• “Child Development Basics”; Kanopy; 2015; Documentary
Reference: Provide name of reference, author or publisher, year, and a sentence
on what the reference is about.
• The Wiley Blackwell Encyclopedia of Family Studies; Nicole Huff; 2016;
To adequately study child development, one must consider the biological,
psychological, emotional, and cognitive changes that occur from birth
through the end of adolescence.
• Huff,  N.  (2016).  Child  development.  In  C.  L.  Shehan  (Ed.),  Wiley-­‐Blackwell  encyclopedias  in  
social  science:  The  Wiley  Blackwell  encyclopedia  of  family  studies.  Hoboken,  NJ:  Wiley.  
Retrieved  from  http://0-­‐
search.credoreference.com.library.uark.edu/content/entry/wileyfamily/child_development/
0?institutionId=5281

Select only the most important information in each source to include. Do not put
your opinion in your paper. Some literature reviews allow that but due to this
being a very beginner’s assignment, we will not.
Using  Research  Tools  in  Mullins  Library  Grading  Rubric  
 
Five  different  sources  were  used.  Options:    
 
Journal  Articles:  Provide  name  of  journal,  author,  year,  and  a  brief  summary  (6  
to  7  sentences)  of  what  the  article  was  about.  Do  not  include  your  
opinion.  
Theses  and  Dissertations:  Provide  name  of  dissertation,  author,  year,  and  a  
brief  summary  (6  to  7  sentences)  of  what  the  theses/dissertation  was  
about.  Do  not  include  your  opinion.  
Books:  Provide  name  of  book,  author  and  year.  Provide  one  sentence  on  what  
the  book  is  about.  
Audio:  Provide  name  of  audio,  author  and  year.  (Most  of  you  will  have  to  skip  
this  search  and  not  count  it  as  part  of  your  five.)  
Video:  Provide  name  of  video,  author  and  year.  Provide  name  of  the  Genre.  
Reference:  Provide  name  of  reference,  author  or  publisher,  year,  and  a  
sentence  on  what  the  reference  is  about.  
 
 
Total  Points   17