Information Literacy

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Information Literacy Standard 2

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Transcript of Information Literacy

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Information Literacy

Standard 2

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The information literate student accesses needed information effectively and efficiently.

• How can we help students achieve this standard

• What does this “look like” in the classroom?

• What is my role in the process?

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Breaking it down…This standard focuses on “Searching & Citing”

In this training you’ll examine how to help your students by designing effective projects that will allow your students to find the information they’ll

need for your class research opportunities.

What does “good research” look like?

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100 level courses – VL lessons should provide scaffolding to direct students to specific materials/sites & provide expected outcomes (i.e. use this article to complete the worksheet).

Instructors need to provide motivation & support to foster positive attitudes. Activities need to be relevant, specific, meaningful, & brief.

200 level courses – VL lessons should provide some scaffolding but allow students 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 & support

positive attitudes. Activities need to be relevant & meaningful.

300 level courses – VL lessons should include research (with emphasis on content). Students should be able to conduct a variety of searches & find various information

formats (books, journals, etc.). Instructor support & guidance needed to promote student success. Activities

still need to be relevant & meaningful.

400 level courses – VL lessons can reflect more open ended research that allows students to locate,

evaluate, judge, adopt, and use information to support their own learning. Activities need to be

relevant & meaningful.

Research

Progression

Planning research opportunities for your classes.

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What frustrations do students have with research?

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Performance Outcomes of this Literacy Standard

•The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.

•The information literate student constructs and implements effectively-designed search strategies.

•The information literate student retrieves information online or in person using a variety of methods.

•The information literate student refines the search strategy if necessary.

•The information literate student extracts, records, and manages the information and its sources.

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Badke, W. (2008, July). Information Literacy Meets Adult Learners. Online, 32(4), 48-50. Retrieved July 15, 2009, from Business Source Premier database. <http://search.ebscohost.com.proxy.itt-tech.edu/login.aspx?direct=true&db=buh&AN=32918624&site=ehost-live&scope=site>

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 isn’t 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. They’re 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 they’re on the right track.

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Performance Indicator 1:

• What is the scope of the assignment? • What do I need to discover or what am I trying to solve?• How can I find the information? What information do I

already have? What information do I still need?• Where can I find the information I need? What are the

best sources for the information I need?• What are my (or my teacher’s) biases (or opinions) about

this topic? • How can I make sure my biases are not reflected in my

research methods? • How will I know I’ve completed this project?

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How can I…

• Design a project that meets the curriculum requirements that ALSO meets my students expectations?

• How can I make this content relevant to my students so they actually “get something” out of this activity?

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Start with the END in mind

• Click on the image to the right to visit the Projects Based Learning website. Each of the Design Principles are discussed at length.

Image from “Designing Your Project” Design principles for effective project based learning. Retrieved 13 October 2009 from: http://pbl-online.org/pathway2.html

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Looking at VL Lesson Plans…

How are you introducing these concepts in your classroom activities and/or assignments?

How are you encouraging your students to use these skills?

Let’s look at some lesson plan revisions

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Scenario 1:

Students in a 100 level 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.”

What’s missing?

• A 100 level course should point the student to resources (to create confidence)

• Evaluation Criteria – How is this supposed to be measured? How can you ‘see’ this in action?

• Connections to ‘how this fits into what the students are doing’ or ‘what will they be doing with this information’

• Citation specifics allow students to create skills that will transfer to all other classes.

Revising Lesson Ideas – Applications

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Original Scenario 1: Students in a 100 level 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.”

REVISED Scenario 1:• Using Books 24x7 on the Virtual Library, define the following terms & cite their

source(s) using APA guidelines:1. accessibility aid 4. data-format validation2. business rule validation 5. Data Transfer Object3. context-sensitive help 6. extender class

What’s changed?

• Students are sent to a specific area(s) within the VL to conduct their searches (limiting frustration)

• Students are able to construct their own search techniques while in a ‘controlled environment’.

• The assignment is more limited in scope, applicable, and evaluation is less vague.

• Students are creating/re-enforcing good citation habits/skills

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Scenario 2:

Students in a 400 level 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).”

What’s missing?

• Evaluation Criteria

• Flexibility

• Connections to ‘how this fits into what the students are doing’ or ‘what will they be doing with this information’

• Citation specifics

Revising Lesson Ideas – Applications

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Original Scenario 2:

Students in a 400 level 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).”

REVISED Scenario 1:

• 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 in Managing Product Development by Nishiguchi, Toshihiro (found in the Ebrary book collection) to get started.

• 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.

What’s changed?

• Students are given the opportunity to create their own meaning using a variety of sources

• Expectations (and citation styles) are clearly stated

• There is a stated correlation between the activity and the course objectives

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Moving from point A B

• Provide students with clear directions and guidelines

• Help students identify what they already know

• Help students identify what they may need to discover

• Demonstrate how to find the information they need

• Provide adequate time & support

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It’s 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 are

2) know how to locate them in the Virtual Library

Identification, Planning & Wording

How can I find what I need? What information do I already have? What information do I still need?

WHERE DO I START?!?

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Consider teaching a search strategy…

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Time doing research time using research

Virtual Library & LRC Holdings If you plan on sending them to the Virtual Library for research each of the

following should be in place:

1) YOU have already conducted searches to determine if the content is there and the search terms you used.

2) YOU are aware if your students know how to use the Virtual Library

3) YOU are aware if your students know the difference between Boolean searches and Natural Language searches

• Effective search terms

Searching for ‘War’ vs. ‘Operation Desert Storm’

• Understanding where (and where not) to go

Online - EBSCOHost vs. Google vs. 360 Search

• Identifying what types of information would be best (book, journal, multimedia, newspaper, etc.)

• Uses peer reviewed & credible sources over random Google hits

If you would like me to explain my views on the

VL 360 Search on the just ask!

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Cited:

Boolean vs. Phrase Based SearchingBoolean Search

Uses connectors And / Or / Not (simplified)

Natural Language Search

Using plain language to enter your search

•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

and / or / not

•Think of each keyword as having a "set" of results.

•This type of search is the easiest to understand, but many databases don't offer it as a function.•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.•The Internet search service Ask.com or Google offers natural language searching. 2

1. Board of Regents. (n.d.) Boolean Search. University System of Georgia. Retrieved 10 August 2009 from http://www.usg.edu/galileo/skills/unit04/primer04_08.phtml.

2. Board of Regents. (n.d.) Natural language search. University System of Georgia. Retrieved 10 August 2009 from http://www.usg.edu/galileo/skills/unit04/primer04_09.phtml.

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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 & Citing• Keeps track of information found that fulfills their search criteria and

needs (saving, copy/paste, printing, adding to MyEbscoHost etc.)

• Understands how to cite information within a document (internal citations)

• Correctly creates a bibliography or works cited page

•MLA or APA? That’s completely up to you (and your School/ Program Chair). Consistency is the key!

• Quality over quantity – how are you helping students evaluate their sources?

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Your Required Assignments1. 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.

2. Turn in a lesson plan (paper or electronic copy) to the LRC that: provides students with a research opportunity that utilizes the Virtual Library for EACH of your classes. Make sure the goals/objectives for the activity provide adequate scaffolding and are measurable, meaningful, & applicable. I will be reviewing each plan.

3. Both your quiz and your lesson plan(s) are due no later than December 11th, 2009.

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 protected]