Let's Google that: Using the Web to engage students and promote information literacy...

Connie Varnhagen

Let’s Google That:

Using the Web to Engage Students

and Promote Information Literacy

HAB and animal welfare

Standards of care

Decision-making

Companion animal overpopulation

Sheltering and rescue

Disaster

http://i.kinja-img.com/gawker-media/image/upload/s--WKRnx9Fk--

/c_fit,fl_progressive,q_80,w_636/17kh5b7vxglg2jpg.jpg

T. Clark, AFP, 28 Oct 12

Dogs’ emotional reaction to disasterNagasawa, Mogi, & Kikusui (2012)

Dogs abandoned after Fukushima reactor

“incident”

Comparison abandoned dogs in rescue with

control stray dogs from another province

Urinary cortisol and behaviour

Urinary cortisol levels

Nagasawa et al. (2012)

Median scores on behaviour evaluation

Nagasawa et al. (2012)

Is it PTSD?

Fearful when not previously fearful

Disobedient

Hypersensitive

Recognize that information is needed

Access the information effectively and efficiently

Evaluate the information and its sources critically

Incorporate the information into one’s knowledge base

Use the information effectively

Use the information ethically and legally

Information literacy (ALA, 2000)

Why do we care about information literacy?

Value inquiry

Scaffold search

Identify sources

Critically appraise

Provide instruction

Provide assessment

Modeling information literacy in class

Broad Learning Outcomes:

Identify a research topic that can be searched

Conduct appropriate information searches

Identify appropriate resources

Critically appraise the resources

Use the information appropriately

Use the information ethically

Information literacy in 1st Year

Broad Learning Outcomes:

Identify a research topic that can be searched

Conduct appropriate information searches

Identify appropriate resources

(Critically appraise the resources)

Organize the resources appropriately

Information literacy in 4th year

How might/do you promote information literacy?

Mood deinduction