Information Literacy

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<ul><li> 1. Information Literacy Standard 2</li></ul> <p> 2. The information literate student accesses needed information effectively and efficiently. </p> <ul><li>How can we help students achieve this standard </li></ul> <ul><li>What does this look like in the classroom? </li></ul> <ul><li>What is my role in the process? </li></ul> <p> 3. Breaking it down This standard focuses on Searching &amp; CitingIn this training youll examine how to help your students by designing effective projects that will allow your students to find the information theyll need for your class research opportunities. What does good research look like? 4. 100 level courses VL lessons should provide scaffolding to direct students to specific materials/sites &amp; provide expected outcomes (i.e. use this article to complete the worksheet).Instructors need to provide motivation &amp; support to foster positive attitudes.Activities need to be relevant, specific, meaningful, &amp; brief. 200 level courses VL lessons should provide some scaffolding but allowstudents a broader range allowing them to conduct their own search strategies.Student should be able to start analyzing materials and using information in context (making conclusions).Instructor should continue to motivate &amp; support positive attitudes.Activities need to be relevant &amp; meaningful. 300 level courses VL lessons should includeresearch (with emphasis on content). Students shouldbe able to conduct a variety of searches &amp; find various information formats (books, journals, etc.).Instructor support &amp; guidance needed to promote student success. Activities still need to be relevant &amp; meaningful. 400 level courses VL lessons can reflectmore open ended researchthat allows students to locate, evaluate, judge, adopt, and use information to support their own learning. Activities need to be relevant &amp; meaningful. Research Progression Planning research opportunities foryour classes. 5. What frustrations do students have with research? 6. Performance Outcomes of this Literacy Standard </p> <ul><li>The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. </li></ul> <ul><li>The information literate student constructs and implementseffectively-designed search strategies. </li></ul> <ul><li>The information literate student retrieves information online or in person using a variety of methods. </li></ul> <ul><li>The information literate student refines the searchstrategy if necessary. </li></ul> <ul><li>The information literate student extracts, records,</li></ul> <ul><li>and manages the information and its sources. </li></ul> <p> 7. Badke, W. (2008, July). Information Literacy Meets Adult Learners.Online ,32 (4), 48-50. Retrieved July 15, 2009, from Business Source Premier database. &lt; http://search.ebscohost.com.proxy.itt-tech.edu/login.aspx?direct=true&amp;db=buh&amp;AN=32918624&amp;site=ehost-live&amp;scope=site &gt; In The Classroom Consider the following: Adult learners first like to conceptualize the whole process [of research].They prefer a road map and an explanation of points of interest along the way.This isnt spoon-feeding.They want to be able to grasp the point of the assignment, its goals, and the steps required to move from topic to product.Theyre willing to do the work, but they want to understand what is required of them. (Badke, 2008) Our research projects should not be a maze of twists and turns that leave our students guessing if theyre on the right track. 8. Performance Indicator 1: </p> <ul><li>What is the scope of the assignment?</li></ul> <ul><li>What do I need to discover or what am I trying to solve? </li></ul> <ul><li>How can I find the information?What information do I already have?What information do I still need? </li></ul> <ul><li>Where can I find the information I need?What are the best sources for the information I need? </li></ul> <ul><li>What are my (or my teachers) biases (or opinions) about this topic?</li></ul> <ul><li>How can I make sure my biases are not reflected in my research methods?</li></ul> <ul><li>How will I know Ive completed this project?</li></ul> <p> 9. How can I </p> <ul><li>Design a project that meets the curriculum requirements that ALSO meets my students expectations? </li></ul> <ul><li>How can I make this content relevant to my students so they actually get something out of this activity? </li></ul> <p> 10. Start with theENDin mind </p> <ul><li>Click on the image to the right to visit the Projects Based Learning website.Each of the Design Principles are discussed at length. </li></ul> <p>Image from Designing Your ProjectDesign principles for effective project based learning.Retrieved 13 October 2009 from:http://pbl-online.org/pathway2.html 11. Looking at VL Lesson Plans </p> <ul><li>How are you introducing these concepts in your classroom activities and/or assignments?</li></ul> <ul><li>How are you encouraging your students to use these skills? </li></ul> <ul><li>Lets look at some lessonplan revisions </li></ul> <p> 12. Scenario 1:Students in a100level class are directed to use the Virtual Library to research best practices in generating Visual Basic forms for using in applications. Be sure to implement those best practices in your code. Whats missing? </p> <ul><li>A 100 level course should point the student to resources (to create confidence) </li></ul> <ul><li>Evaluation Criteria How is this supposed to be measured? How can you see this in action? </li></ul> <ul><li>Connections to how this fits into what the students are doing or what will they be doing with this information </li></ul> <ul><li>Citation specifics allow students to create skills that will transfer to all other classes. </li></ul> <p>Revising Lesson Ideas Applications 13. </p> <ul><li>Original Scenario 1:</li></ul> <ul><li>Students in a100level class are directed to use the Virtual Library to research best practices in generating Visual Basic forms for using in applications. Be sure to implement those best practices in your code. </li></ul> <ul><li>REVISED Scenario 1: </li></ul> <ul><li>Using Books 24x7 on the Virtual Library, define the following terms &amp; cite their source(s) using APA guidelines: </li></ul> <ul><li><ul><li><ul><li>1. accessibility aid 4. data-format validation </li></ul></li></ul></li></ul> <ul><li><ul><li><ul><li>2. business rule validation 5. Data Transfer Object </li></ul></li></ul></li></ul> <ul><li><ul><li><ul><li>3. context - sensitive help 6. extender class </li></ul></li></ul></li></ul> <p>Whats changed? </p> <ul><li>Students are sent to a specific area(s) within the VL to conduct their searches (limiting frustration) </li></ul> <ul><li>Students are able to construct their own search techniques while in a controlled environment. </li></ul> <ul><li>The assignment is more limited in scope, applicable, and evaluation is less vague. </li></ul> <ul><li>Students are creating/re-enforcing good citation habits/skills </li></ul> <p> 14. Scenario 2:Students in a400level class are directed to prepare a professional summary about managing product development. Use Managing Product Development by Nishiguchi, Toshihiro(Oxford University Press). 1996. Chapter 1. This book is located in the Ebrary section under the books link of our Virtual library (you need to search for product development to find the book).Whats missing? </p> <ul><li>Evaluation Criteria</li></ul> <ul><li>Flexibility</li></ul> <ul><li>Connections to how this fits into what the students are doing or what will they be doing with this information </li></ul> <ul><li>Citation specifics </li></ul> <p>Revising Lesson Ideas Applications 15. Original Scenario 2:Students in a400level class are directed to prepare a professional summary about managing product development. Use Managing Product Development by Nishiguchi, Toshihiro(Oxford University Press). 1996. Chapter 1. This book is located in the Ebrary section under the books link of our Virtual library (you need to search for product development to find the book).</p> <ul><li>REVISED Scenario 1: </li></ul> <ul><li>Using the Virtual Library, create a product development timeline that summarizes the key components and stages in a new product development cycle.You may want to refer to Chapter 1 inManaging Product Developmentby Nishiguchi, Toshihiro (found in the Ebrary book collection) to get started.</li></ul> <ul><li>Your timeline will need to cover a minimum of 7 stages and use at least 3 VL sources.Cite your sources in APA format.This timeline will be a part of your capstone presentation. </li></ul> <p>Whats changed? </p> <ul><li>Students are given the opportunity to create their own meaning using a variety of sources </li></ul> <ul><li>Expectations (and citation styles) are clearly stated </li></ul> <ul><li>There is a stated correlation between the activity and the course objectives </li></ul> <p> 16. Moving from point AB </p> <ul><li>Provide students with clear directions and guidelines</li></ul> <ul><li>Help students identify what they already know </li></ul> <ul><li>Help students identify what they may need to discover </li></ul> <ul><li>Demonstrate how to find the information they need </li></ul> <ul><li>Provide adequate time &amp; support </li></ul> <p> 17. Its critical for students to have an idea of what they need to find and how they can find that information.For example: if you are looking for peer-reviewed sources you need to confirm that your students: 1) know what peer reviewed sources are2) know how to locate them in the Virtual Library Identification, Planning &amp; Wording How can I find what I need?What information do I already have?What information do I still need? WHERE DO I START?!? 18. Consider teaching a search strategy 19. Timedoingresearchtimeusingresearch Virtual Library &amp; LRC Holdings </p> <ul><li>If you plan on sending them to the Virtual Library for research each of the following should be in place: </li></ul> <ul><li>YOUhave already conducted searches to determine if the content is there and the search terms you used. </li></ul> <ul><li>YOUare aware if your students know how to use the Virtual Library </li></ul> <ul><li>YOUare aware if your students know the difference between Boolean searches and Natural Language searches</li></ul> <ul><li>Effective search terms </li></ul> <ul><li><ul><li><ul><li>Searching for War vs. Operation Desert Storm </li></ul></li></ul></li></ul> <ul><li>Understanding where (and where not) to go </li></ul> <ul><li>Online - EBSCOHost vs. Google vs.360 Search </li></ul> <ul><li>Identifying what types of information would be best (book, journal, multimedia, newspaper, etc.) </li></ul> <ul><li>Uses peer reviewed &amp; credible sources over random Google hits </li></ul> <p>If you would like me to explain my views on the VL 360 Search on the just ask! 20. Cited: Boolean vs. Phrase Based Searching </p> <ul><li>Board of Regents. (n.d.)Boolean Search.University System of Georgia.Retrieved 10 August 2009 fromhttp://www.usg.edu/galileo/skills/unit04/primer04_08.phtml . </li></ul> <ul><li>Board of Regents. (n.d.)Natural language search.University System of Georgia.Retrieved 10 August 2009 fromhttp://www.usg.edu/galileo/skills/unit04/primer04_09.phtml . </li></ul> <p>Boolean SearchUses connectors And / Or / Not(simplified) Natural Language Search Using plain language to enter your search </p> <ul><li>This is an algebraic concept, but don't let that scare you away. Boolean connectors are all about sets. There are three little words that are used as Boolean connectors: 1 </li></ul> <ul><li><ul><li>and /or /not </li></ul></li></ul> <ul><li>Think of each keyword as having a "set" of results. </li></ul> <ul><li>This type of search is the easiest to understand, butmany databases don't offer it as a function . </li></ul> <ul><li>A natural language search is a search using regular spoken language, such as English. Using this type of search you can ask the database a question or you can type in a sentence that describes the information you are looking for. The database then uses a programmed logic to determine the keywords in the sentence by their position in the sentence. </li></ul> <ul><li>The Internet search service Ask.com or Google offers natural language searching.2 </li></ul> <p> 21. 80% of college students admit to cheating at least once ( The Center of Academic Integrity ) 90% of students believe that students that cheat are never caught or have not been appropriately disciplined ( US News and World Report ) Organizing, Using &amp; Citing </p> <ul><li>Keeps track of information found that fulfills their search criteria and needs (saving, copy/paste, printing, adding to MyEbscoHost etc.) </li></ul> <ul><li>Understands how to cite information within a document (internal citations) </li></ul> <ul><li>Correctly creates a bibliography or works cited page </li></ul> <ul><li><ul><li><ul><li>MLA or APA?Thats completely up to you (and your School/ Program Chair).Consistency is the key! </li></ul></li></ul></li></ul> <ul><li>Quality over quantity how are you helping students evaluate their sources?</li></ul> <p> 22. Your Required Assignments </p> <ul><li>Visit this link to complete the Information Literacy quiz http://www.proprofs.com/quiz-school/story.php?title=information-literacy-research-citation .* Print out the certificate of achievement and turn it into the LRC this will count as part of your Professional Development. </li></ul> <ul><li>Turn in a lesson plan (paper or electronic copy) to the LRC that:provides students with a research opportunity that utilizes the Virtual Library forEACHof your classes.Make sure the goals/objectives for the activity provide adequate scaffolding and are measurable, meaningful, &amp; applicable. I will be reviewing each plan. </li></ul> <ul><li>Both your quiz and your lesson plan(s) are due no later thanDecember 11 th , 2009 . </li></ul> <p>If you have any questions regarding this training or would like to work with me on planning an activity for your class(es) please feel free to email me at:[email_address] </p>