Report Activity No.2

The emphasis of this self-reflection report is on my involvement with the Research Information Literacy Programme for Undergraduates. It examines how the programme affected the growth of my Graduate Attributes, identifies my strengths in relation to the activities, and talks about the difficulties experienced throughout the programme and solutions to them.

   My development of my Graduate Attributes was significantly influenced by the Research Information Literacy Programme. First of all, it improved my critical thinking abilities by demonstrating to me how to efficiently assess information sources, separate trustworthy material from biased or inaccurate sources, and make conclusions based on evidence. Second, the programme improved my communication abilities, allowing me to clearly express complicated thoughts and deliver research findings in a convincing way. Overall, the programme helped me develop into a well-rounded undergraduate student with a solid background in information literacy research.

   I learned during the programme that my keen attention to detail and good organisational abilities were helpful. These traits enabled me to effectively manage my time, plan and carry out research projects, and maintain a systematic approach to data collection and analysis. My ability to use technology and digital tools also improved my ability to conduct research by making it easier to explore and use a variety of research materials.

   The programme presented me with a number of difficulties, including information overload. The abundance of information accessible made it difficult to sort through and choose reliable sources. To get around this, I used tactics like making a research plan, breaking down the duties into smaller, more manageable chunks, and asking my classmates and teachers for advice. My research method was streamlined by the critical evaluation skills I developed for assessing sources' credibility, relevance, and currency.

   A further difficulty was striking a balance between programme obligations and academic commitments. In order to handle this, I created a well-organized study timetable and successfully prioritised my work, making sure I allotted enough time for both program-related activities and my other academic commitments.

   In conclusion, being a part of the Research Information Literacy Programme for Undergraduates significantly influenced the growth of my Graduate Attributes, especially in communication and critical thinking. My ability to stay organised and use technology effectively was helpful the entire programme. The solution to problems like juggling commitments and information overload required strategic preparation, assistance, and the use of efficient time management practises. Overall, this experience has enhanced my research information literacy and given me vital skills that will help me in my future academic and professional endeavours.

An overview of my participation in the Research Information Literacy Programme for Undergraduates is provided in this brief report. It includes a justification for participating in the activities, a list of the targeted Graduate Attributes, and a summary of the program's content.

     Justification for participating in the activities is I choose to take part in the Research Information Literacy Programme because I understand how important information literacy is to both academic and professional success. I realised that mastering efficient research techniques and information literacy would enable me to successfully negotiate the wide terrain of knowledge and improve the calibre of my academic work. I participated in the activities to develop my capacity to analyse information sources critically, do in-depth research, and clearly communicate my findings.

    Critical thinking and communication are two essential Graduate Attributes that are heavily emphasised in the Research Information Literacy Programme. By taking part in the programme, I hoped to improve my capacity for critical thought by developing the ability to efficiently analyse and comprehend data. The programme also sought to enhance my capacity for brief and clear verbal and written communication of research findings.

    The programme included a wide variety of exercises meant to improve research information literacy. These featured hands-on training sessions, interactive workshops, and group projects. Information evaluation, source citation, literature review procedures, efficient search tactics, and the ethical use of information were among the topics covered in the exercises. The programme also included lessons on presenting and academic writing techniques, giving participants the skills they need to effectively explain study findings.

    In conclusion, the desire to improve my academic talents and develop critical research skills provided the justification for my participation in the Research Information Literacy Programme for Undergraduates. The programme concentrated on the Graduate Attributes of communication and critical thinking while providing a wide variety of activities to promote information literacy. I gained priceless knowledge and abilities from this programme that will certainly help me in my academic and professional endeavours.