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Professor Susan AcamporaGill Library CNR (914) [email protected] 6pm – 7:15pm Co-op City
RESEARCH AND
INFORMATION LITERACY
ENG 216A
Week One: Introduction• Class Objectives: • Orientation • Understand the importance of information literacy and the expectations of
academic writing• Discussion: • Class Introductions • Pre-Test• What is Information Literacy• Syllabus review, policies, class format, projects, expectations • Review of academic research and writing conventions, subject disciplines, types
of research, types of information• Introduction to Gill Library and Web site: resources, policies, services • Lab Assignment/Homework: • Write a three paragraphs essay explaining what you hope to learn in this
course, what your concerns and interests are regarding this course and what it means to you to be information literate.
• Homework: Read: Lester and Lester Chapter 2 Finding a Topic Pages: 11-32
• Go to the Library Homepage• Select Quick Links – RIL
http://library.cnr.edu/home/library
• This will take you to the RIL Faculty Directory
• Find me there and click on the link to my RIL Web page.
http://libraryguides.cnr.edu/RILSA
Password = RIL
RIL Course Web Site
Education:Art, M.S. Education, M.S. Library Science, M.L.S.
CNR Gill Library 1992-Teaching Information LiteracySystems and Electronic ResourcesExhibits http://tinyurl.com/nev8j65Virtual Library Services
Research Interests:Women and EcologyAnimal RightsMemorial Art
Hobbies:Restoring old furnitureJewelry MakingHiking with Oliver, my trusty research assistant
ABOUT ME
Class IntroductionsTell us about yourself
• Your Name?• SNR Area of Interest?• Graduation date?• Future Goals?• Special Interests?
Why do We Need to Be
Information Literate?
Ten Minute Assignment
Write a two paragraph essay answering:
1) What do you hope to gain from this course? 2) What are your interests and concerns about doing research?
Why Do We Seek Information?
We need to know!!! WE ARE LIFELONG LEARNERS
How Do We AvoidInformation Overload?
What sources do we consult, when and how?
Can We Trust What We Find?
How Do We Make Sense of What We Read?
How Do We Use Information Responsibly?
The American Library Association• ALA Final Report of their Presidential Committee on Information Literacy (1989) stated:
• “Information Literacy is defined as an individual’s ability to know when there is a need for information, to be able to identify, locate, synthesize, evaluate, and effectively use that information for the issue or problem at hand.” excerpted from NFIL
• Read more from the National Forum on Information Literacy:• http://infolit.org/nfil-news/definitions/
Ask Yourself:
•What do you need or want to know?•How will you find information?•How can you know information is reliable? •How will you integrate information into your ideas, writings?•What do you need to know to use information responsibly?
• Knowledge is power. • Information is liberating.
• Kofi Annan
•…This course will enable you to do these things today and tomorrow...
International Federation of Library Associations created
The Alexandria Proclamation, 2005
• Information Literacy• “… empowers people in all walks of life •…to seek, evaluate, use, and create information effectively •…to achieve their personal, social, occupational and educational goals.
…It is a basic human right in a digital world and promotes social inclusion of all nations.”
• Excerpted from: http://archive.ifla.org/III/wsis/BeaconInfSoc.html
Syllabus Review
Course Description:• In this course, students will develop the research skills necessary for both completing college assignments and sustaining life-long learning.
• Working hands-on through Gill Library and completing in-class and weekly assignments, students will cultivate the information literacy skills essential for success in a college setting.
• The goal of this course is to assist students in acquiring confidence and proficiency in seeking, evaluating, and managing the wealth of information currently available in print, media and online.
• The Research and Information Literacy course is designed to work in conjunction with Language, Thought and Critical Analysis and Core Seminars such as Urban Community and Human Body to assist students in the successful completion of their research assignments. •
• • • •
Information Literacy Competency Standards
• The Association of College and Research Libraries http://www.ala.org/acrl/standards/informationliteracycompetency
• “Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to:
• -Determine the nature and extent of information needed• -Access the needed information effectively and efficiently• -Incorporate selected information into one’s knowledge base• -Evaluate information and its sources critically• -Use information effectively to accomplish a specific purpose• -Understand the economic, legal, and social issues surrounding the use of
information, and access and use information ethically and legally”
•
RIL’s 6 Course Objectives:
• 1 Choose an appropriate academic research topic, develop a thesis statement, create a research question • 2 Develop and execute an effective research strategy: select appropriate research sources; select related search terms; use appropriate research methods and advanced tools to find relevant research materials• 3 Cite resources properly using MLA citation format.• 4 Evaluate research sources and materials.• 5 Avoid Plagiarism• 6 Navigate Gill Library Web site to locate and use resources, services, and virtual features
Statement of Academic Integrity :
• http://www.cnr.edu/Media_Library/SNR_Course_Description_Book.pdf
• Plagiarism includes, but is not limited to, using copyrighted published information without in-text citation; paraphrasing deliberately without citing; incorrectly listing references or works cited pages; purchasing papers online or from other individuals; passing off the writing and/or research concepts of others as your own; and paying a ghostwriter for doing a student's paper. Plagiarism also includes neglecting to adhere to all MLA or APA format rules governing plagiarism. The commission of any form of plagiarism will be reviewed by faculty and staff and can result in serious disciplinary action which may lead to dismissal. The School of New Resources Course Description Book
Required Reading:
• -Lester, J., & Lester J Jr., (2012). Writing research papers: A complete guide. (15th ed.). Boston, MA: Pearson.
- Additional Readings: To be determined
Homework consists of required readings to prepare for the next class.
Grading Criteria: • • Grading will be based on course rubric
• Class participation and • lab/homework • assignments: 20%
• Mid-term Project: 30%
• Final Project: 25% • • Final Exam: 25%
Course Format:
• Discussion/Lab Activity: Each class will consist of a discussion period and hands-on lab activity.
• Homework: Readings will be assigned weekly. Students are expected to complete assigned readings before the start of each class.
• Additional homework may be assigned related to lab work.
- Bringing the Library to the classroom
- Virtual Services supplement onsite Library experience
Projects:
• Midterm Project: Research Essay• • A brief report formatted according to MLA 7th Edition in the
style of one of the following:• Argumentative essay, • Cause and Effect essay, • Compare and Contrast essay• Research Paper• • The purpose of the Mid-Term Project is to give students an
opportunity to apply research skills and strategies in the context of an academic writing assignment measurable by course objectives 1, 2, 3, and 5. • The following elements shall comprise the midterm project:•
Mid-Term Project Details
• An MLA Opening Page• • Essay: No less than 3 pages. A well-formed thesis statement• Discussion of the student’s research • Evidence of avoiding plagiarism by using author attribution,
paraphrasing, in-text citing • • 3. Works Cited Page: The works cited page must include
citations of the following: • 1 primary source book with one author; • 1 primary research peer-reviewed scholarly journal article from
a library database• 1 secondary source (book or article with multiple authors)•
Final Project: Two Parts•
The purpose of the Final Project is to give students an opportunity to apply their cumulative knowledge and skills relative to course objectives 1-6, and to provide students with an opportunity to share feedback with the instructor regarding their course experience.• •Part 1: Research Process Portfolio•Students will refine 5 selected lab/homework assignments based on course objectives into a final progress portfolio report. • •
Final Portfolio Project Part 2:• Part 2: A Reflective Essay: To be presented in class during group
discussion. • • Course Objective # 6: Students will write a brief essay describing their
exploration and utilization of Gill Library resources, services and virtual features as indicated in Course Objective #6a – 6e. These shall include evidence of successful searches in Social Sciences and Literature databases, and evidence of having successfully used ILLiad, EReserves, Subject Guides, My Library, Chat, Email a Librarian and virtual features.• • and• Course Feedback: Students will write two paragraphs about their
experience of the course. Students may refer back to Class #1 lab/homework assignment in which the student wrote an essay on their expectations of the course, to share feedback with the instructor as to whether their expectations have been met and what else they’d like to have had covered in the course.•
Examinations:
• A final examination will be given on the last day of class.
• It is designed to be FUN as well as an evaluation of learning!
Let’s take a look at
-academic research and writing-subject disciplines -types of information and research
How is Academic Writing Different from Casual Writing?
• Academics are divided into Subject Specializations:• Humanities• Social Sciences• The Sciences
Academic Writing must be:
• -Clear and concise
• -Grammatically correct
• -Objective
• -Supported by Research
• Citation Styles• Citations styles such as MLA or APA enable writers in a subject area to
communicate with each other in a formal, standardized, recognizable format
Types of Research Primary Sources
• Primary sources are firsthand materials:
•Words, image or artifacts created by an individual or group of individuals on a particular topic, or related to a particular event.
• Original information before anyone has analyzed, criticized, commented, restructured, managed or repackaged it in any way.
• For Example: In a court case what would be a primary source?
Examples of Primary Sources• ORIGINAL DOCUMENTS • Diaries, Journals, Memoirs, Autobiography Speeches, manuscripts, • letters, interviews, News film footage, Official Records
• CREATIVE WORKS: Poetry, drama, novels, music, art,
• ARTIFACTS: Pottery, Sculpture, Artwork, furniture, clothing, buildings
• Events: Meetings, Conference presentations, proceedings of historical events
• Examples of primary sources include: 1. -Birth Certificate
2. -Diary of Anne Frank
3. -U.S. constitution
4. -A painting by Picasso
5. -An audio tape of an oral history project
6. -A journal article reporting NEW research or findings
Secondary Sources
Secondary Sources Interpret, Comment, Criticize, Analyze, Summarize Primary Sources
-Written AFTER an event or publication
-By individuals with no direct involvement
-Who may be specialists, experts
-Provide critical, historical, psychological insight
Examples: interpretative scholarly works, text books, criticism, reviews, analyses, interpretations.
What would be an example of a Secondary Source in a Court Case?
Tertiary Sources
• Tertiary sources compile, index, abstract, manipulate, aggregate, organize and make available primary or secondary sources
• -abstracts, • -bibliographies, • -handbooks, • -encyclopedias, • -indexes, • -chronologies, etc.
•What would be an example of a tertiary source of information from a court case?
Example: Information from a Court Case • Primary Sources of Information:• First Hand Testimony• Objects of Evidence• Witness Description• Victim’s Journal• Email• Secondary Source of Information:• The Lawyer’s closing arguments analisis of primary evidence.• Tertiary Source of Information:• The Dossier, docket, folder, publication listing the contents of and record the Trial
Types of Publications
• Popular Recreational • Entertainment purposes • General audience • Informal discussions of topics, opinions, and news• Example
News Publications• -General or topic based• Intended for particular or general audience
• - Usually contain current information• - Often written by several authors, editors, columnists, free-
lance writers• - May refer to scholarly research• - Maybe not….
Be Aware: Some popular magazines and news sources can be Sensational Publications
• - Often Provocative, Inflammatory• - Simple Writing• - Can be Flamboyant, Lurid, Loud, • - Feed on Morbid Curiosity, Gossip• - Lots of photos and graphics
Scholarly Publications• -May be primary or secondary-evaluated by peer and experts.• -Intended for scholars, academics, or educated public• - “in-depth” study, analysis, investigation, description, evaluation of the topic• -Disseminate research and challenge ideas• -Promote academic and professional discussion
• Often have references and bibliographies• Examples:
Trade Publications• - Intended for members of a particular vocation
• Business, Organization, or Industry
• -Focus exclusively on articles, information, and advertisements related to that business, organization or Industry
• Advertisements usually focus on topics related to the trade
• http://lib.colostate.edu/howto/poplr.html
Take the Information Literacy Pre-Test•http://libraryguides.cnr.edu/pretest
Let’s Visit Gill Library Online• - Direct Link to Gill Library• http://www.cnr.edu/home/library
• - Go to CNR Intranet/Quick Links/Library• http://intranet.cnr.edu
• -Go to CNR Website/Quick Links/Gill Library• http://www.cnr.edu
• - Go to Our Website and Click Library link on top left corner• http://libraryguides.cnr.edu/RILSA