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Information Skills printable cards

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This is a PDF printable booklet of the Information Skills cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses. …

This is a PDF printable booklet of the Information Skills cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.

When printing these, print two to a page and double-sided and then cut out cards to size.

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  • 1.  To encourage good information literacy, help learners to: De ne the taskand understand the topic Help learners to fully understand their essay question/assignment/project/groupwork task. Make sure they know where to go to gather background information to help them understand the topic.Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0
  • 2.  To encourage good information literacy, help learners to: De ne the task Identify appropriate and understand the topic resources Help learners to seek different ways of addressing the gaps Help learners to fully understand their essay in their knowledge. question/assignment/project/groupwork task.Get learners to use a range of good quality resources to find out information Make sure they know articles,to go to gather background information (e.g. books, journal where databases, websites). Prompt them to choose the most appropriateunderstandfor their task or assignment, to help them resources the topic. and discuss their choices with them. Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0
  • 3. Rating:De ne the task and understand the topic Help learners to: Define their task in their own words, and Gather background information to gain check that they know what information understanding of their topic, such as: they need to find out to complete the task material sourced via University Search for background information to library catalogue help them understand their task/topic news sources (print or online) Understand the need for accurate and relevant information government information quality online sources – e.g. Recognise and avoid the problems of e-journals, e-books ‘information overload’ e.g. when using search engines other forms of media – e.g. blogs, podcasts, audio, video sources Understand how their information search might change as they discover more academic papers/research material, e.g. an information source might dictionaries/encyclopedias lead them to a new area of research directories – people/organisationsAdapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0Based on the SCONUL Seven Pillars Model of Information Literacy
  • 4. Rating:Identify appropriate resourcesDe ne the task and understand the topic Help learners to: Define theirdifferenttheir own information Recognise task in types of words, and Realisebackground of using both print Gather importance information to gain check that and which ones are valid: resources they know what information and online resources for an assignment understanding of their topic, such as: they need to find out to complete the task scholarly/quality resources material sourced via University available from the library Search for background information to Identifylibrary catalogue appropriate resources by help them understand their task/topic as other respected resources, such providing them with a subject-specific news sources (print or online) news websites (e.g. BBC News) Understand the need for accurate and information skills session with relevant information government information library staff - organise this with the Understand characteristics of information subjectquality online sources – e.g. librarian Recognise and avoid the problems of sources: e-journals, e-books ‘information overload’ e.g. when using search engines information sources primary Choose appropriate subject–resources other forms of media e.g. blogs, podcasts, audio, video sources secondary information sources Understand how their information search for their assignment/project might change as they discover more academic papers/research print sources material, e.g. an information source might dictionaries/encyclopedias lead them to asources of research online new area directories – people/organisations journal literatureAdapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0Based on the SCONUL Seven Pillars Model of Information Literacy
  • 5.  To encourage good information literacy, help learners to: De ne the task Identify appropriate Search e ectively and understand the topic resources Help learners to understand how to get the most out of eachgaps Help learners to seek different ways of addressing the individual Help learners to fully understand their essay information resource. in their knowledge. question/assignment/project/groupwork task.Get learners to learners are aware ofquality resources to find out information Find out if use a range of good available search tools (e.g. library Make sure they know articles,to go to gather background information catalogues, journal where databases, understand which them (e.g. books, online search facilities), andwebsites). Prompt ones arechoose the most appropriateunderstandfor theirall possible locations to best for their purposes. Make sure theythe topic. or assignment, to help them resources know task that they can visit to choices with them. and discuss their discover information. Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0
  • 6.  To encourage good information literacy, help learners to: Findne the task De and extract Identify appropriate Search e ectively information and understand the topic resources Help learners to understand how to get the most out of eachgaps Help learners to seek different ways of addressing the individual Help learners to develop the right skills to do their research and find Help learners to fully understand their essay information resource. in their knowledge. the necessary information. question/assignment/project/groupwork task.Get learners to learners are aware ofquality resources to find out information Find out if use a range of good available search tools (e.g. library Make sure your learners are familiar with a variety of search techniques to Make sure they know articles,to go to gather background information catalogues, journal where databases, understand which them (e.g. books, online search facilities), andwebsites). Prompt ones find and extract information. Direct them towards the library’s arechoose the most appropriateunderstandfor theirall possible locations to best for their purposes. Make sure theythe topic. or assignment, to help them resources know task online facilities where they can get more information about searching. that they can visit to choices with them. and discuss their discover information. Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0
  • 7. Rating:Search e ectivelyIdentify appropriate resourcesDe ne the task and understand the topic Help learners to: Define theirdifferenttheir the right search Recognise types of information Understand task in pick own words, and how to Realisebackground of using both print Gather importance information to gain Locate the library website, and check thattheir which ones are valid: resources and know what information tool(s) for theyneeds: and online resources for an assignment understanding of it links to a variety of recognise that their topic, such as: they need to find out to complete the task scholarly/quality resources information sources, both internal material sourced via University the libraryfrom the library available catalogue Search for background information to and external Identifylibrary catalogue appropriate resources by help them understand their task/topic as other respected resources, such providing them with a subject-specific search engines news sources (print or online) news websites (e.g. BBC News) Understand the need for accurate and information skills session with library Search using keywords in the online databases relevant information library staff - onlineinformation catalogue, organise this with the and government search engines databases Understand characteristics of information e-journals/e-books subjectquality online sources – e.g. librarian Recognise and avoid the problems of sources: e-journals, e-books Use abstracts/indexes to find ‘information overload’ e.g. whenfacilities - specific scholarly search using information, as well as full text online search engines information sources primary e.g. Google Scholar Choose appropriate subject–resources other forms of media e.g. blogs, or print sources of information podcasts, audio, video sources blog search directories sources secondary information – e.g. Understand how their information search for their assignment/project might change as they discover more Technorati, BlogScholar Be aware that standard search academic papers/research print sources engines (e.g. Google, Yahoo) might material, e.g. an information source might dictionaries/encyclopedias online groups (e.g. Google Groups) lead them to asources of research online new area not return the most relevant and forums information, and may provide directories – people/organisations journal literature dubious or less relevant resultsAdapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0Based on the SCONUL Seven Pillars Model of Information Literacy
  • 8. Rating:Find and ectivelySearch e extract informationIdentify appropriate resourcesDe ne the task and understand the topic Help learners to: Define theirdifferenttheir the right search Recognise types of information Use the library catalogue to search for Understand task in pick own words, and Realisebackground of using both print Gather importance information to gain Limit searches to certain parameters resources and orto what are valid: how check thattheir which onesavailable at the and onlineor format) website, such as: Locate the library and (e.g. date resources forto a assignment understanding of it links an variety of specific books know tool(s) for journals information theyneeds: recognise that their topic, University they need to find out to complete the task information sources, both internal scholarly/quality resources material sourced via University the libraryfrom the library available catalogue Search for background information to Use appropriate online search facilities and external Understand loan periods and entitlements Identifylibrary catalogue to find material appropriate resources by (e.g. PINAKES, BUBL) help them understand their task/topic as other respected resources, such providing them with a subject-specific search engines news sources (print or online) news websites (e.g. BBC News) Understand the need for accurate and information skills session with library Search using keywords in the Understand how print materials are online databases relevant information library staff - onlineinformation Accessgovernment online articles/ and catalogue, organise this with the a range of search engines databases Understand characteristicslibrary organised/classified in the of information e-journals/e-books databases/e-journals to find necessary subjectquality online sources – e.g. librarian Recognise and avoid the problems of sources: material e-journals, e-books Use abstracts/indexes to find ‘information overload’ e.g. whenfacilities - Use thespecific scholarly search using inter-campus loan service, or information, as well as full text online search engines informationinter-library loans browse e.g. Google Scholarsources primary other libraries for Choose appropriate subject–resources Saveprint sources of media e.g. blogs, other forms of or and re-use online searches information podcasts, audio, video sources blog search directories sources secondary information – e.g. Understand how their information search for their assignment/project might changepractice discover more Be aware that standard search academic papers/research print as they Develop andsources advanced search Technorati, BlogScholar engines (e.g. Google, Yahoo) might material, e.g. an information source might techniques (such as Boolean searching) dictionaries/encyclopedias online groups (e.g. Google Groups) not return the most relevant via a library asources of research online new area lead them toinformation skills section information, and may provide and forums directories – people/organisations journal literature dubious or less relevant resultsAdapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0Based on the SCONUL Seven Pillars Model of Information Literacy
  • 9.  To encourage good information literacy, help learners to: Compareappropriate Identify and task Findne the analyse De and extract Search e ectively information and understand the topic resources Help learners to understand how to get the most out of eachgaps Help learners to seek different ways of addressing the individual Help learners to compareinformationskills to do their essay Help learners to develop theevaluate information from different and find and right resource. their research sources. Help learners to fully understand in their knowledge. the necessary information. question/assignment/project/groupwork task.Ask learners to critique different extracts and evaluate which pieces of informationGetare relevant to their range Make sureavailableunderstandfindkey academic learners to learners are aware ofquality resources to all (e.g. information Find out if use a study. of good learners search tools out library Make sure your learners are familiar with a variety of search techniques toprocesses,sure they know articles, databases, websites). learners ones Make books, online search facilities),Also ensure that Prompt them (e.g. such asjournal where journals. gather background information catalogues, peer review of to go to and understand which understand find and extract information. Direct them towards the library’s to whichfor their purposes. Make sure theythe topic. possible locations best resourcestoappropriateunderstandfor theirall or assignment, help them resources know task arechoose the mostmight be considered ‘unscholarly’ or might be biased. online facilities where they can get more information about searching. that they can visit to choices with them. and discuss their discover information. Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0
  • 10.  To encourage good information literacy, help learners to: Compareappropriate Identify and task Organisethe analyse Findne and share De and extract Search e ectively information and understand the topic information ethically resources Help learners to understand how to get the most out of eachgaps Help learners to seek different ways of addressing the individual Help learners to compare and important ethical and legal issues around Help learners to understandtheir knowledge. their essay Help learners to develop theevaluate information from different and find right skills to do their research sources. Help learners to fully understand information resource. in the necessary information. using published material. question/assignment/project/groupwork task.Ask learners to critique different extracts and evaluate which pieces of informationGetare relevantyour learners have clear ofquality resources to findkey academic learners to to their range Make sureavailableunderstand as copyright and Find out if learners are aware guidelines on issues such all (e.g. information Make sure use a study. of good learners search tools out library Make sure your learners are familiar with plagiarists. of search techniques to a variety They plagiarism,surerealise know articles, databases, websites). should beonesto cite and they the penalties imposed on and understand which them catalogues, peer review of to go to Prompt able Make such asjournal where journals. gather background informationprocesses, books, online search facilities),Also ensure that learners understand (e.g. and reference published material correctly Direct them towards the library’s find and extract information. in written work. They should also understand to whichfor their purposes. Make sure theythe topic. possible locations best resourcestoappropriateunderstandfor theirall or assignment, help them resources know task arechoose the mostmight be considered ‘unscholarly’ or might be biased. online facilities where keeping accurate records of information sources. the importance of they can get more information about searching. that they can visit to choices with them. and discuss their discover information. Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0
  • 11. Rating:Compare ectivelyFind and and analyse informationSearch e extract informationIdentify appropriate resourcesDe ne the task and understand the topic Help learners to: Define theirdifferenttheir the right search Recognise types of information Use the library catalogue to search for Understand task in pick own words, and Realisebackground of using both print Gather importance information to gain Limit searches to certain parameters Locate the library website, and resources and orto what are valid: how check thattheir which onesavailable at the specific books know journals that they and onlineor how to read critically, select (e.g. date resources forto a assignment understanding of it links an variety of Understand that their topic, such as: Recognise theyneeds: tool(s) for how informationinformation recognise format) University they need to find a particular bias the task gather can have out to complete the relevant information and internal information sources, both summarise it scholarly/quality resources the libraryfrom the library available catalogue in and external sourced via University their material own words Use appropriate online search facilities Search for background information to Identifylibrary catalogue to find material appropriate resources by Understand loan periods and entitlements help them understand their task/topic as (e.g. PINAKES, BUBL) other respected resources, such search engines providing them with a subject-specific news sources (print or online) Select and the need (e.g. BBC News) news websites wide range and Understandevaluate afor accurate of information skills session with library Search using keywords in the Analyse and interpret information for use materials on how print materials are Understand adatabases consider online topic and Accessgovernment online articles/ and catalogue, organise this with the online search engines a range of information library staffof different contexts, such as relevant information a range - in databases whethere-journals/e-books library organised/classified in the of information Understand characteristicscurrent the information is databases/e-journals to find necessary subjectquality online sources – e.g. essays,librarian assignments or projects Recognise and avoid the problems of sources: material e-journals, e-books Use abstracts/indexes to find ‘information overload’ e.g. whenfacilities - Use thespecific scholarly search using inter-campus loan service, or information, as well as full text online search engines informationinter-library loans browse e.g. Google Scholarsources primary other libraries for Choose appropriate subject–resources Saveprint sources of media e.g. blogs, other forms of or and re-use online searches information podcasts, audio, video sources Understand howby note-making/ search Extract material their information blog search directories sources secondary information – e.g. for their assignment/project might changeonline sources more printing from as they discover Develop andsources advanced search print practice Technorati, BlogScholar Be aware that standard search academic papers/research material, in mind information source might (bearing e.g. an copyright restrictions) techniques (such as Boolean searching) engines (e.g. Google, Yahoo) might dictionaries/encyclopedias online groups (e.g. Google Groups) not return the most relevant via a library asources of research online new area lead them toinformation skills section information, and may provide and forums directories – people/organisations journal literature dubious or less relevant resultsAdapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0Based on the SCONUL Seven Pillars Model of Information Literacy
  • 12. Rating:Organiseappropriateunderstand ethicallyCompare ectivelyFind and and analyse informationSearch e extract informationIdentify and share resourcesDe ne the task and information the topic Help learners to: Define theirdifferenttheir the right search Recognise Use the library catalogue to information types of words, Understand task in pick ownsearch for Understand a relevant referencing and how to Realisebackground of using both print Gather importance information to gain Limit searches to certain parameters Know how to library website,software Locate the use University and check thattheir which onesavailable at the systemfor and or journals are valid: resources they know what information specific(e.g. Harvard) books information is required Recognise howneeds: whichthat they tool(s) and onlineor how toonline critically, select (e.g. date resources forto a assignment understanding of it links an variety of recognise format) topic, such as: Refworks) their Understand thator read reference University they need to find a particular bias the task for their scholarly/quality complete gather can have out to resources course the relevant information manage builders (e.g. Zotero) toboth internal information sources, and summarise it the libraryfrom the library available catalogue in and external sourced via University their material references ifwords own necessary Use appropriate online search facilities Search for background information to Identifylibrary catalogue to find material appropriate resources by Know how toloan periods and entitlements Understand reference all types of (e.g. PINAKES, BUBL) help them understand their task/topic as providing them with a subject-specific search engines resources, such other respected information sources Understand and access copyright, news sources (print or online) Select and the need (e.g. BBC News) news websites wide range and Search using keywords in the library informationand IPR rules and sanctions Understandevaluate afor accurate of plagiarism skills session with Analyse and interpret information for use materials onreference materials are Understand how print consider online databases AccessgovernmentUniversity the and catalogue, organise thisarticles/ a - online search engines library staffof their online with such as that rangerange of information relevant information and Understand a topic types, e.g. a apply to in databases different contexts, Understand characteristicslibrary organised/classified in the book/journal/website, or is current whethere-journals/e-books of referencing the information legal information databases/e-journals to find necessary subjectquality online sources – e.g. essays,librarian assignments or projects Recognise and avoid the problems of sources: material Understand academics’ usefindonline ‘information overload’ e.g. whenfacilities - Use abstracts/indexes to of e-journals, e-books Use thespecific scholarly search using Cite printed/online sources service, or inter-campus loan in a plagiarism software (e.g. full text online information, as well as Turnitin) search engines informationinter-library loans browse e.g. Google Scholarsources primary other libraries for Choose appropriate subject–resources Saveprint sources of media e.g. blogs, other forms of or and re-use online searches information reference list and in-text podcasts, audio, video sources Understand howby note-making/ search Extract material their information blog search directories sources secondary information – e.g. for their assignment/project Understand how to keep records of might changeonline sources research printing from as they of their Create a andsources discover more Develop bibliography advanced search print practice Technorati, BlogScholar resources that have been search e.g. Be aware that standard used - academic papers/research material in mind copyright restrictions) (bearing e.g. different types of sources material,usingan information source might techniques (such as Boolean searching) engines (e.g. Google, Yahoo) might resources from databases dictionaries/encyclopedias (e.g. books, journals, (e.g. Google Groups) online groups not return the most relevant via a library asourcesweb pages, blogs, online new area of research lead them toinformation skills section information, and may provide and forums directories – people/organisations academic papers etc.) journal literature dubious or less relevant resultsAdapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0Based on the SCONUL Seven Pillars Model of Information Literacy
  • 13.  To encourage good information literacy, help learners to: Compareappropriate Identify and task Interpret the analyse Findne and share De and extract Organiseinformation Search enewthe topic ectively information and understand content and create ethically information resources Help learners to understand how to get the most out of eachgaps Help learners to seek different ways of addressing the individual Help learners to compare and important ethical andhave extracted and Help learners to understand evaluate information from different and find Help learners to interpretinto the knowledge. they legal issues around Help learners to develop all right skills to do their research sources. the information Help learners their understand their essay fully information resource. produce a synthesis that presents theirmaterial. the necessary information. using published own perspective and findings. question/assignment/project/groupwork task.Ask learners to critique different extracts and evaluate which pieces of informationGetare relevantyour learners have clear ofquality resources to findkey academic learners to to their range Make sureavailableunderstand as copyright and Find out if learners are aware guidelines on issues such all (e.g. information Make sure use a study. of good learners search tools out library Make learnersrealise the penalties imposed on plagiarists.to reflect onbe abletheyto plagiarism,sure they know articles, databases, have of searchinformationcite Ask sure your learners are familiar with a variety They should what to techniques and to online activity in which they websites). Prompt ones do an Make such as peer review of journals. gather background where to go to and understand which understandprocesses, books, journalsearch facilities),Also ensure that learners them in (e.g. catalogues, and reference published material correctly Direct them towards the library’s find and extract information. in written work. They should also understand have learned, analyse and incorporate information they have gained to whichfor their purposes. Make sure theythe topic. possible locations best resourcestoappropriateunderstandfor theirall or assignment, help them resources know task arechoose the mostmight be considered ‘unscholarly’ or might be biased. online facilities where keeping accurate records of information sources. the importance of they cancreate new written content. searching. their research and get more information about that they can visit to choices with them. and discuss their discover information. Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0
  • 14. Rating:Organiseappropriateunderstand ethicallyInterpret ectivelyCompare and analyse informationFind and information and createSearch e extract informationIdentify and share resources new contentDe ne the task and information the topic Help learners to: Think theirdifferenttheir the right search Recognise Use the library catalogue to information types of words, Definecriticallyrelevant referencing for Understand task in pick ownsearch and Understand a about what they have how to Realisebackground of faced duringgain Gather on challenges using both print Reflect importance information to their Limit searches to certain parameters Know how to library website,software Locate the use University and check thattheir whichinformation they the read and synthesise onesavailable at systemfor and or journals are valid: resources they know what information specific(e.g. Harvard) books information is required Recognise howneeds: whichthat tool(s) and onlineor how toonline critically, select (e.g. date resources forto a assignment understanding of it links an variety of study/research their topic, such as: recognise format) Understand thator read reference Refworks) University they need to find a particular bias the task for their scholarly/quality complete gather can have out to resources course the relevant information manage builders (e.g. Zotero) toboth internal information sources, and summarise it Develop and evidence their own ideas the libraryfrom the library available catalogue in and external sourced search facilities their material online via University references ifwords own necessary Use appropriategroups/RSS mailing lists/ discussion Search for background information to Identifylibrary catalogue to find material appropriate resources by and them understand theirtypes of Know how to on topic,all Understand reference and entitlements help opinionsloanaperiodsrather than just task/topic (e.g. PINAKES, BUBL) exchange, online forums to obtain, search engines resources, such as other respected information sources regurgitating information that they have providing them with a subject-specific Understand and access copyright, news sources (print or online) news websites (e.g. BBC News) discuss and debate information library Search using keywords in the Select and evaluate afor accurate of Understand the need read or online databases heard wide range and informationand IPR rules and sanctions plagiarism skills session with Analyse and interpret information for use materials on how print materials are Understand a topic AccessgovernmentUniversity the and catalogue, organise thisarticles/ a - online search engines library staffof their online with such as that rangerange of information relevant information and consider Understand reference types, e.g. a apply to in databases different contexts, Understand characteristicslibrary organised/classified in the book/journal/website, or is current whethere-journals/e-books of referencing the information legal information databases/e-journals to find necessary Collaborate and share information with subjectquality online sources – e.g. essays,librarian assignments or projects Recognise and avoidas the research Reconsider opinions the problems of sources: material other learners and incorporate this Understand academics’ usefindonline ‘information through the discovery ofor - progresses overload’ e.g. whenfacilities new Use abstracts/indexes to of e-journals, e-books Use thespecific scholarly search using Cite printed/online sources service, inter-campus loan in a informationsoftware (e.g. Turnitin) plagiarism into their work text online information, as well as full search engines informationinter-library loans information Google Scholarsources primary e.g. libraries for browse other Choose appropriate subject–resources Saveprint sources of media e.g. blogs, other forms of or and re-use online searches information reference list and in-text podcasts, audio, video sources Understand howby note-making/ search Extract material their information blog search directories sources secondary information – e.g. for their assignment/project Make use ofhow to keep records of Understand academic feedback might changeonline sources research printing from as they of their Create new knowledge which builds on Create a andsources discover more Develop bibliography advanced search print practice Technorati, BlogScholar provided by staff standard searchwork Be aware that papers/research academic in been used - resources that haveall submitted e.g. material in mind copyright restrictions) (bearing e.g. different types material,information Boolean of sources existing usingan information source might techniques (such as searching) engines (e.g. Google, Yahoo) might resources from databases dictionaries/encyclopedias (e.g. books, journals, (e.g. Google Groups) online groups not return the most relevant via a library asourcesweb pages, blogs, online new area of research lead them toinformation skills section Keep a reflective log of their research information, and may provide and forums directories – people/organisations academic papers etc.) journal literature dubious or less relevant resultsAdapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0Based on the SCONUL Seven Pillars Model of Information Literacy