Oh, The Places You'll Go: Creating Streams of Information for Research Pathfinders 2.0

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Presented to NEFLIN December 16, 2010 via online webinar. Resources for this webinar are available at http://theunquietlibrarian.wikispaces.com/research-pathfinders-neflin2010

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Oh, The Places You'll Go: Creating Streams of Information for Research Pathfinders 2.0

  1. 1. Oh, the Places You’ll Go:  Creating Streams of Information for Research Pathfinders 2.0<br />buffyhamilton || december 2010 || <br />northeast florida library information network<br />http://theunquietlibrarian.wikispaces.com/research-pathfinders-neflin2010<br />CC image via http://goo.gl/gTrYj<br />
  2. 2. Objectives<br />Define research pathfinders<br />Explore the concept of social scholarship and how to incorporate social media as authoritative information into research pathfinders<br />Identify information sources (traditional and social scholarship) that can be embedded and used to stream information<br />Explore strategies/steps for creating research pathfinders as well as resources for creating information portals on specific topics and research pathfinders<br />
  3. 3. Share and Discuss<br />Have you ever created a web-based research pathfinder/subject guide?<br />Are research pathfinders/subject guides a regular part of your virtual web presence and library instruction?<br />If you create subject guides/research pathfinders, what kinds of resources do you normally include?<br />
  4. 4. Part I: Defining Research Pathfinders and Why Learners Need Subject Guides<br />
  5. 5. Information Is Plentiful<br />Image used under a CC license from http://www.flickr.com/photos/will-lion/2595497078/sizes/o<br />
  6. 6. how can we help students stay afloat in endless streams ofinformation?<br />Image used with http://www.flickr.com/photos/onkel_wart/2934377433/sizes/l/<br />How do we help patrons stay afloat in the multiple streams of information?<br />
  7. 7. Image attribution: http://www.flickr.com/photos/palagret/210423111/sizes/o/<br />What can we provide patrons to help them find their way rather than getting lost on the information highway?<br />
  8. 8. Pathfinders guide patrons to the resources needed for a research task<br />
  9. 9. Defining the Research Pathfinder<br />A set of resources designed to help patrons fully research and explore a topic<br />Before the web, print resources dominated a pathfinder<br />Pathfinders are now dynamic and organic<br />
  10. 10. Carefully constructed pathfinderscan help students access quality information more efficiently<br />
  11. 11. The librarian, is a travel guide for the information world and can help plot a course for research with a research pathfinder<br />
  12. 12. Web 2.0 tools help us manage the streams of information available<br />
  13. 13. Patrons can “pull” information rather than "pushing” to find information from the pathfinder sources via information portals<br />
  14. 14. Part II: Authoritative and Emerging Sources of Authority in Research Pathfinders<br />
  15. 15. How do we balance emerging sources of authoritative information and emerging sources of social scholarship?<br />
  16. 16. what is authority?who decides what counts as authority?<br />who are the experts?<br />
  17. 17. What does it mean for an information source to have authority or to be authoritative?<br />
  18. 18. traditional sources of information<br />
  19. 19. print books<br />Image used under a CC license from http://www.flickr.com/photos/9619972@N08/2636808004/sizes/l/<br />
  20. 20. print newspapers<br />Image used under a CC license from http://www.flickr.com/photos/sshb/4084475524/sizes/l/<br />
  21. 21. print magazines and journals<br />Image used under a CC license from http://www.flickr.com/photos/pacomexico/3246140257/sizes/l/<br />
  22. 22. unlock virtual libraries via databases<br />
  23. 23. “students who do not have access to this substantial content, students who choose not to use them, are an information underclass.”Joyce Valenza<br />Image Attribution: http://www.flickr.com/photos/quinnanya/2167249773/sizes/l/<br />
  24. 24. “unless we teach students about the enormous value of these reference sources, eBooks, magazine, journal, and newspaper articles, students will notfindthem or use them.”<br />Image attribution: http://www.flickr.com/photos/bosslynn/3152555801/sizes/l/<br />Joyce Valenza<br />
  25. 25. the idea that authority is always crystal clear isslowly disappearing<br />
  26. 26. determining authority is now muddier<br />cc licensed flickr photo by harold.lloyd (won't somebody think of the bokeh?): http://flickr.com/photos/safetylast/4068790874/<br />
  27. 27. information sources are more diverse<br />
  28. 28. today’s web is more participatory<br />
  29. 29. knowing which information sources to trust, when to trust, and why to trust is increasingly complex <br />
  30. 30. How do we help learners negotiate this friction between traditional and new media?<br />Joyce Valenza<br />
  31. 31. “look for credibility clues”<br />joyce valenza<br />
  32. 32. Credibility Changes With…<br />Source cues<br />Point of view<br />Information seeking task/needs<br />Timeliness<br />Credentials of author(s)<br />Transparency of peer review<br />Source: Debbie Abilock, http://www.noodletools.com/debbie/literacies/information/6assess/digital_authority.pdf<br />
  33. 33. “we can no longer be content to train students to understand the difference between peer-reviewed journals and popular magazines, to appreciate the value of books, newspapers and reference sources, and to understand how to evaluate garden variety web sites” ~laura cohen~<br />
  34. 34. focus on knowing how and when a particularinformation source is the right fitfor your research task<br />
  35. 35. question and investigate authorship<br />
  36. 36. assess timeliness and relevance<br />
  37. 37. asses bias and perspectives<br />Image used under a CC license from http://www.flickr.com/photos/jam343/1703693/sizes/l/<br />
  38. 38. “triangulate information”joyce valenza<br />Image used under a CC license from http://www.flickr.com/photos/yu-kubo/398714467/sizes/o/<br />
  39. 39. Part III: Traditional and Social Media/Authority 2.0 Streams of Information to Integrate into Today’s Research Pathfinders<br />
  40. 40. Unpacking Web 2.0 tools for Social Scholarship<br />Social bookmarking services (del.icio.us, diigo)<br />Blogs<br />Youtube Channels or other video<br />Podcasts<br />Mobile apps<br />Twitter <br />Google Books/Scholar<br />Widgets<br />Rss feeds (news sources, journals, websites, social media streams)<br />Flickr/Photo sites<br />
  41. 41. RSS Feeds<br />rss=real simple syndication, a web feed or stream format designed to deliver content<br />CC image via http://www.flickr.com/photos/dullhunk/3541653049/sizes/o/<br />
  42. 42. RSS Feeds<br />Databases<br />News sources<br />Blogs<br />Websites<br />Online journals/magazine publications<br />
  43. 43. RSS Feed<br />
  44. 44. RSS Feed<br />
  45. 45. RSS Feed<br />
  46. 46. RSS Feed<br />
  47. 47. podcasts<br />
  48. 48. podcasts<br />
  49. 49. youtube/video<br />
  50. 50. youtube/video<br />
  51. 51. youtube/video<br />
  52. 52. social bookmarking<br />
  53. 53. blogs<br />
  54. 54. Flickr<br />
  55. 55. Google Books<br />
  56. 56. Google Books<br />
  57. 57. Twitter<br />Image used under a CC license from http://www.flickr.com/photos/stevegarfield/3616155715/sizes/o<br />
  58. 58. twitter<br />
  59. 59. social bibliography<br />
  60. 60.
  61. 61.
  62. 62. Mobile Apps<br />
  63. 63. Mobile Apps<br />
  64. 64. Widgets<br />
  65. 65. Part IV: A Blueprint for Creating a Research Pathfinder<br />
  66. 66. cc licensed photo from http://www.flickr.com/photos/brandoncripps/3156373103/sizes/o/<br />Step 1: Communicate and Collaborate<br />
  67. 67. pathfinder seeds<br />learning objectives<br />standards<br />learning activities<br />learner needs<br />forms of assessment<br />
  68. 68. Step 2: Begin the design process and selection of resources<br />
  69. 69. consider the full spectrum of resources<br />databases<br />web-based resources<br />print books<br />digital books<br />rssfeeds<br />instructional materials<br />assessment tools<br />audio based resources<br />human resources<br />tutorials (video or written)<br />standards for learning<br />student work samples<br />interviews or feedback from teachers, students<br />
  70. 70.
  71. 71.
  72. 72.
  73. 73.
  74. 74. Step 3: Make adjustments if needed during the implementation of the project <br />
  75. 75. Step 4: Reflection and action for future directions (praxis)<br />
  76. 76. Step 5: Help Students Learn How To Construct Their Own Pathfinders<br />
  77. 77.
  78. 78.
  79. 79. Where to House Guides?<br />Library website<br />LibGuides<br />Wikispaces (K12) or Other Wiki Service<br />Blog platform<br />Social Bookmarks<br />Netvibes, LiveBinders<br />
  80. 80. Pathfinder Swap<br />
  81. 81. where do we want our students to go in their journey for information?<br />
  82. 82. what routes to information do we want them to travel?<br />
  83. 83. information fluent students won’t miss a turn or get lost in their travels for information<br />
  84. 84. Q&A<br />
  85. 85. Today’s Resources<br />http://theunquietlibrarian.wikispaces.com/research-pathfinders-neflin2010<br />

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