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Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction
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Florida SULS Information Literacy Subcommittee Presentation by group:2011 Grad Student Instruction

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Florida SULS Information Literacy Subcommittee Presentation by group

Florida SULS Information Literacy Subcommittee Presentation by group

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  • Numbers largely depend on when programs (and universities) were incorporated, and also their teaching/research emphases. Source: Florida Board of Governors: http://www.flbog.edu/resources/iud/enrollment_search.php
  • “… I had to change my teaching” – an FAU professor of education remarked that over the years, the students in his courses went from being mostly male to being increasingly female and diverse.
  • Lends to library/ research anxiety.
  • I was in a grad-level program in teaching where it was def. survival of the fittest. Yet now I work with a program where students and professors keep in touch with each other on many levels.
  • Faculty liaisons: also a source of mentoring and subject-area support. Advise students to identify and read literature reviews by others within their subject area.
  • For instance, a topic in education might also have sociological and psychological underpinnings.
  • The lit review is not an annotated bibliography or a laundry list of articles. It integrates and synthesizes what is found into something new.
  • Transcript

    • 1. Council of State University Libraries (CSUL)Public Services Planning Committee & InformationLiteracy SubcommitteeJune 2011Jim Alderman (UNF), Alyse Ergood (FAU),Carol Maksian (FGCU)&Kristy Padron, Information Literacy Subcommittee Chair (‘10 & ‘11)
    • 2. Source: Florida Board of Governors,http://www.flbog.edu/resources/iud/enrollment_search
    • 3. Top program areas:Health Professions toClinical SciencesEducationBusiness Management/MarketingEngineeringBiological/MedicalSciencesPhysical Sciences
    • 4. else ^ Recent Graduates with What does this influence? Bachelor Degrees Class Environment Returning Adult o Instructor-Student Interactions Students (Formal vs. Friendly) ^ a o Motivation (Competitive vs. Cooperative) n Women** Andragogy: Adult Learning d Increasing Numbers of Practices o Respecting prior knowledge & life Blacks & Latinos** experience Communication & Cultural International Students Exchange **May depend on program.  “…I had to change my teaching,” said one professor.
    • 5.  Professors and faculty influence their students to use the library; if they do not mention it, then students do not use it. Students lack knowledge of library resources and services; this usually comes later in their course of study. Students possess varied abilities and comfort levels with using the library, doing research and also with using technology. Students rely on the Internet for information and are more likely to use Google instead of library resources. ◦ If something isn’t available online, it’s ignored. ◦ Some studies suggest that despite instruction on scholarly research, students avoid using library tools because of their difficulty.
    • 6.  Level and scope of degree ◦ Ph.D/ Ed.D, Masters Level, or Certificate / Credentials Type of Enrollment ◦ Full-Time, Part-Time, or Accelerated Subject area and discipline research methods ◦ Lab-based, field work, literature reviews, case law, etc. Overall program environment ◦ Formal/informal; Competitive/Cooperative; Supportive/”Survival of the Fittest”
    • 7.  Basic knowledge of and confidence in subject area resources. Active relationships with faculty liaisons. Knowledge and application of andragogy. Flexible communication skills: asking questions, listening, cultural/gender norms. Technological expertise to recommend (or “sell”) library tools and resources to students and faculty alike; helps with assisting in times of need. Advising on search strategies, vocabulary, and other resources; leave the topic development and refinement to the professor who is a subject expert.
    • 8.  Library catalog and local services most used by graduate students (interlibrary loan, consultations, etc.) Multidisciplinary databases (ProQuest Central, Academic Search Premier) are not sufficient resources for a comprehensive graduate-level literature review. Introduce and demonstrate subject-area databases and Web of Science or other citation databases. Additional information sources: WorldCat, SUL Union Catalog, dissertation databases (ProQuest & WorldCat), controlled vocabulary sources (MeSH, CINAHL headings, thesauri) Bibliographic management software (RefWorks, EndNote)
    • 9.  Advise students to identify and read literature reviews by others within their subject area; approach the literature toward finding something new. Ask questions that could help the student discover his or her own refinements. Subject and research areas are becoming increasingly multidisciplinary; suggest related areas and resources as needed. Suggest to researcher that consultation with the faculty adviser might be the next step in the process.
    • 10. The Purpose of the Literature Review: Set the background on what has been researched on a topic. Show why a topic is significant to a subject area. Discover relationships between ideas. Identify major themes & concepts. Identify critical gaps & points of disagreement. Help the researcher turn a network of articles into a coherent view of the literature.
    • 11. Web Pages & Tutorials Selected ArticlesFlorida Gulf Coast University Library. Blummer, B. (2009). Providing libraryConducting & Writing Literature Reviews instruction to graduate students: A review of(LibGuide). the literature. Public Services Quarterly,http://fgcu.libguides.com/litreviews 5(1): 15-39. Harkins, M.J., Rodrigues, D.B., and Orlov, S.North Carolina State Libraries. Literature (2011). Where to start? Consideration forReviews: An Overview for Graduate faculty and librarians in deliveringStudents. information literacy instruction for graduatehttp://www.lib.ncsu.edu/tutorials/lit-review/ students. Practical Academic Librarianship: The International Journal of the SLAThe University of Arizona University Academic Division, 1(1), 28-50.Libraries. Researching and Writing Williams, H.C. (2000). User Education forLiterature Reviews. Graduate Students: Never a Given, and Nothttp://www.library.arizona.edu/help/tutorials/litreviews/index.html Always Received in Teaching the new library to todays users: reaching international, minority, senior citizens, gay/lesbian, first-generation college, at-risk, graduate and returning students, and distance learners. Trudi E. Jacobson (ed.). New York: Neal-Schuman, pp 145-172.

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