Chapter 5 Research
Chapter Objectives
Explain when and why research is required beyond common knowledge.
Describe the practical and ethical reasons for speaking truthfully.
List the steps of research planning.
Describe how a librarian can help you with research.
Explain the different kinds of digital information you can research.
Describe how to evaluate sources for accuracy, credibility, and reliability.
List the basic information included in source citations.
Lecture Outline
I. Eighteenth-century philosopher Thomas Reid argued that humans are gullible because we are
fundamentally trustful in character.
A. The constant parade of information in online status updates, tweets, memes, texts,
television news, and email makes us prone to accept what we read or hear at face value.
B. However, when doing research for a speech, a healthy critical posture is required to avoid
passing on incorrect or false information to others.
II. Why Research Matters
A. Learning Objectives
1. Explain when and why research is required beyond common knowledge.
2. Describe the practical and ethical reasons for speaking truthfully.
B. Common knowledge refers to events, ideas, things, or beliefs that are widely known and
understood in a given community.
1. Common knowledge is usually the first place we research, and it requires only
thinking or having a conversation with a friend or colleague.
2. You should research statements of fact that are commonly known if they could
be viewed as controversial by some audience members or if the well-being of the
audience is at stake.
C. Truth and the Importance of Research
1. Speeches that make claims beyond the reach of common knowledge are more
credible when they appear to have been researched.
2. A speech that draws on a variety of sources for evidence can be perceived as
more reliable and balanced.
3. Truth is a fact or belief that is widely accepted by a given community or group
of people.
4. Misinformation typically refers to deliberately incorrect statements, but most
misinformation in speeches is often the result of carelessness or misguided research
instead of outright deceit.
5. It is necessary to research a topic when you are trying to inform or persuade an
audience, or if you are making claims based on information that is not common.
III. How to Research a Speech
A. Learning Objectives
1. List the steps of research planning.
2. Describe how a librarian can help you with research.
3. Explain the different kinds of digital information you can research.
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4. Describe how to evaluate sources for accuracy, credibility, and reliability.
B. Pragmatically, you should research a speech that goes beyond common knowledge
because most audiences will expect it. Ethically, you should research a speech that goes beyond
common knowledge to avoid communicating misinformation.
1. In general, there are three basic ways to research speeches: going to the library,
researching on the Internet, and interviewing.
C. Librarians in Their Natural Habitat (the Library)
1. Librarians are thought of as “information scientists,” or experts who know where
to look for information. A librarian can be more helpful than a Google search in
determining where to find information.
2. Typically, a library will use a searchable database that has a record of every
book, periodical, or archive material that it houses.
D. Research in the Digital Domain
1. Research databases are vetted and generally reference reliable sources that have
gone though some type of editing process, while search engine results are more general
and are also subject to various economic incentives.
2. Busting misinformation
a)
Although using search engines can be very useful, you should be careful
when determining whether the information you find from an Internet search is
trustworthy.
b)
Most of what you find in a library or through a research database has
gone through a vetting process called “peer review.” This process begins when a
scholar submits an essay or a paper for publication to an academic journal. It is
then sent to two or three scholars in the appropriate academic field, who read it
over to determine whether it is well researched and of high quality.
c)
Information posted on the Internet is not typically peer reviewed. Just
about anyone can publish anything on the Internet.
E. The Research Interview
1. Research interviews can save you a lot of time since experts can suggest possible
sources of information that you would probably not have otherwise considered.
2. The primary goal of the research interview is to get information about a given
topic from someone who knows a lot about that topic.
3. Do not waste the interviewee’s time asking questions that you can answer
yourself. Only ask questions that you cannot answer yourself by other means.
IV. Don’t Forget to Cite Your Sources!
A. Learning Objective
1. List the basic information included in source citations.
B. In North America, sources are typically cited in one of four standardized formats: (1)
MLA style, developed by the Modern Language Association; (2) APA style, developed by the
American Psychological Association; (3) Chicago style, developed by the University of Chicago
Press; and (4) AMA style, created by the American Medical Association.
C. Although the requirements of each style can differ substantially, you should typically
include the following information:
1. The source
2. The author, or group or organization that claims authorship
3. The credentials of the author(s)
4. The date the information was first made available
D. To be a dutiful researcher, you must take care to be critical of your sources, so you can
make sure the information you use is credible and reliable, and to cite your research in a
bibliography.
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Key Terms
Common knowledge: events, ideas, things, or beliefs that are widely known and understood in a given
community.
Truth: a fact or belief that is widely accepted by a given community or group of people.
Misinformation: false, inaccurate, or misleading information.
Chapter Summary
Chapter 5: Research explains why research is important and how to properly conduct research. Any
speech that is informative or persuasive in nature, where particular claims are made beyond the reach of
common knowledge, should be researched.
This chapter also discusses the concepts of truth and misinformation. The three ways to conduct research
for a speech are described: going to the library, researching on the Internet, and interviewing. The method
of conducting research at the library is elaborated on, with expanded discussion regarding the benefits of
enlisting the help of librarians, who can assist in finding credible information. This information is often
more trustworthy than the sources general search engines can provide.
Finally, the chapter concludes by noting the importance of citing sources after researching. The ethics of
citing sources is also discussed. Four standardized style formats are reviewed: MLA, APA, Chicago
Style, and AMA. A brief description of which style is typically used for various subject matters is
included.
Discussion Questions
1. Given today’s climate of information overload and misinformation, which kind of information can
listeners trust more, research or common knowledge? Defend your answer by using examples and terms
and ideas from the chapter.
A: Misinformation can be either intentionally or unintentionally false or misleading. Common
knowledge is known and widely shared as a community. Today, things that were once common
2. Researchers at Project Information Literacy at the University of Washington say that 8 out of 10
students surveyed experience anxiety at having to start a research project because of information
overload. Students struggle to launch projects, find topics, and narrow their scope. Do you agree with the
findings of this research? Does the research express your own experience of starting a new project? What
can be done to prevent or manage information anxiety? Try to include concrete answers with examples or
ideas from the chapter. For more information, search “seattle times college students eager to learn.”
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A: Students may or may not feel anxiety. If they feel anxiety, they may be surprised to know how
4. Recently, the prestigious Oxford University Press took sides in a long-standing debate over who wrote
Shakespeare’s plays and announced that they accepted Christopher Marlowe as a co-author. Consider
these two websites and decide which is more credible by using the different guidelines in the chapter. If
you had questions or doubts, how/where would you find further information?
Prestigious Shakespeare Library: Mentions Christopher Marlowe as co-author, has many famous
scholars associated with the library, includes a calendar of current speakers and conferences, is
recent and up to date, has a gift and book shop.
Prestigious Shakespeare Museum: Does not mention Christopher Marlowe as co-author, but
mentions him as an associate, has many famous historians and theatre professionals associated
with the museum, includes a calendar of current events and festivals, is recent and up to date, has
a gift and book shop, has exhibits of Shakespeare’s life, family, and personal effects.
A: The two websites are equally credible, they just have different focus. The library houses
5. In today’s climate of “fake news” and “alternative facts,” how would you separate fact, opinion,
“alternative fact,” and misinformation? Do these new terms of “fake news” and “alternative facts” change
the terms in the chapter? Explain your answer with definitions from the chapter and provide examples for
support.
A: To guide this discussion, rely on the terms bias and misinformation. Bias and misinformation
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B. On the same page, find and read the line for self-published sources. Click on the link to
“self-published sources” to read why Wikipedia rejects their credibility.
C. Surf to the entry on Nonverbal Communication: search “wikipedia nonverbal
communication.”
D. Read the comments in this article. Some comments are in highlighted boxes. Some are in
popup boxes found in the tiny links that look like footnotes between parentheses. For example,
one tiny comment says “dubious.” Place the cursor over the link to read popup box.
E. After reading the comments, how credible do you think the nonverbal communication entry
is? How credible are the references? Which ones would you use as a springboard for additional
research? Since Wikipedia evaluates its own credibility, how do you interpret the reputation of
a Wikipedia entry? What about Wikipedia itself? Explain your answers using terms and ideas
2. Evaluate a (hoax) website.
Even though students can list and even apply criteria for evaluating websites, they still apply the criteria
uncritically in a checklist format. A popular activity asks students to evaluate a fake website. The activity
can work in many formats.
List of hoax websites:
Prompt:
Rate the credibility of the website using CARS and the Three HECKS from the chapter. Defend your
rating and provide examples for support.
3. Internet information search
Students resort to easy answers such as Google searches, peers, or folk wisdom (Quora) for research. This
activity cuts off those avenues and nudges them toward other sources. Students should use their digital
devices for this activity. If they get stuck, provide links. Responding to the prompt can be done as
homework, group work, or interactive lecture, but the lesson is mostly in the debriefing/discussion.
Directions:
The instructor should carefully select a remote town that fits the scenario. This will make facilitating the
discussion easier. Assign students the question prompt. Through the discussion, have students evaluate
the merit of their suggestions. The first responses will likely bring up friends of friends on social media,
first returns on Internet searches, apartment finding apps, etc. Information should be hard to find.
Prompt:
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Imagine you are moving across country to a remote town on short notice. You must rent an
apartment sight unseen without visiting the town, and you have no contacts there to ask for
information. The town is too remote for an internet presence. How would you decide where to
live?
Discussion/debriefing points:
1. When Quora/Yahoo Answers come up, discuss the value of folk wisdom as a source.
2. When information from friends and friends of friends comes up, ask what students do when
friends give contradictory information. Asking for a third opinion to balance just adds another
opinion to the mix.
3. When students bring up review apps, ask how they know the reviewers aren’t biased either
favorably (owners’ friends) or unfavorably (grudge reviews).
Possible solutions:
4. Researching source bias with stay and stray
Stay and stray
This activity can be structured in many ways but it is designed for a group format called “two stay and
two stray.” Students get into groups of four. When group work is complete, two members stay at the table
Hi
Extreme Liberal Moderate
Liberal
Middle of the
Road
Moderate
Conservative
Extreme
Conservative
Step 1: Introduce the assignment with a general discussion of fake news and bias. Explain the
parameters (number of outlets required, criteria for determining bias, etc.). Remind students to
look at the outlet and not just what others say about it. If desired, students should write two or
three sentences justifying their answers.
Step 2: In groups of four, students should complete the graphic organizers.
Step 3: Do the stay and stray.
Step 4: Reveal the “right” answers, compare, discuss.
Credibility
Low
Political Bias
5. Group Reflection Activity
Writing prompt for think-pair-share:
1. List your fears, concerns, questions, and challenges about doing research for a major speech. What
problems or difficulties have you encountered before?
2. List your past strategies, favorite tools, resources, tips, skills, or advice that helped you succeed with a
major research project in the past.
Debriefing:
Teaching Tips
1. The chapter warns that Internet search returns are determined recursively from site popularity.
Instructors can add that most users make matters worse by ending searches on the second page of search
2. Librarians are happy to make classroom presentations and some will present when the instructor is
3. Speech anxiety is not the only worry for students. Information anxiety contributes significantly to
4. Managing group work: A quick and effective way to keep students task focused in group work is to
delegate any required task roles to members. For example, tell groups they need to choose a recorder and
a reporter. Then, near the final check in, make sure the groups have chosen a reporter.
Content Presentation Ideas
1. Multiple Interviews, Multiple Perspectives
This assignment provides students with experience in conducting research interviews. It also
demonstrates the value in collecting data from multiple sources. Through this assignment, students will
experience firsthand that although they are discussing the same topic with all interviewees, each person
2. Searching for Bias
This assignment is designed to teach students how to identify bias. You can have students present their
finding to the class or in small groups. Alternatively, this can be turned into a classroom discussion
activity.
After the week is over, review your findings and make comparisons.
3. Evaluating Sources: You vs. the Library
This assignment is designed to give students experience with various research methods. You can have
1. Conduct your own research. Locate five sources on your topic that you deem credible.
3. Compare the sources from your research and the research suggested by the librarian. Which
sources seem most credible, and why?
4. Prepare a short presentation that describes what you learned from working with the librarian and
how the sources you found while working with the librarian differed from the sources you found
on your own.
More Resources
1. For insights on designing assessments related to research, instructors can consult the Association of
3. Evaluate information and its sources critically.
5. Use information effectively to accomplish a specific purpose.
2. “Interface” is chock full of resources for just about everything related to information literacy including
research strategies, unusual Internet search tools, plagiarism tutorials, fair use tools, and image
repositories. Includes a list of links to fake websites designed to use for teaching website evaluation:
4. Video on Google search techniques for research and how to create a research plan: search “c.o.d.
library google it use the tools you know to start your speech video.”
5. For an online or flipped class, this longish video is about doing research for a college speech class. It