Stacking the Deck in Your Students' Favor
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Stacking the Deck in Your Students' Favor






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  • Jay--Welcome all of our guests
  • Jay--Introduce the topic of our presentation
  • Jay--Read the quote and emphasize that even in 2011 Drucker’s words are just as important. Information is powerful, and the skills to find information even more powerful!
  • Jay--Research databases are changing quickly so partnerships between librarians and teaching faculty are very useful. Both parties bring knowledge and talent to the resulting classroom assignments.
  • Jay--This assignment helps our students edge a little closer to becoming information literate. Students need to practice these skills in every class.
  • Jay--Remind everyone which course and the fact that these students may have a very wide range of knowledge and abilities.
  • Jay--Describe the assignment.
  • Jay—identify the learning outcomes expected as a result of this assignment
  • Jay—talk more specifically about the communication skills students be practicing related to this assignment
  • Jay—I think it is important you talk about this and that you initiate this and not the librraian.
  • Cynthia—talk about the contextualization of these skills. Research bears this out for information research skills just like it does for reading
  • Cynthia—Specify the resources students should use. In entry level classes they need to be led thru the process and introduced to important discipline resources and discover what type of resources are important to the discipline. In business, annual reports, trade publications and financial and market data are key.
  • Cynthia—In business, corporate annual reports are important information resources and students in business courses need to learn how to critically read annual reports and locate and analyze the information presented.
  • Cynthia—We review the company website because again this is an important source for information about a company and we talk about reading between the lines since this information is presented with some bias.
  • Cynthia—Business Source Premier is one of our most important business databases. There is a variety of information resources included here. We review with the students the importance of each of these types of publications. We also encourage the groups to assign two people to review materials together.
  • Cynthia—here is a snapshot of a result page in BSP. Notice we searched on Target Corp and go over the types of publications
  • Cynthia—here is the first page of the company profile for Target Corporation. Notice the key data included in the company profile.
  • Cynthia—we encourage students to save their materials electronically and to share their findings with the group using the email features provided in the database search interface.
  • Cynthia—LexisNexis is another database we show the students.
  • Cynthia—here is the snapshot page for Target Corporation
  • Cynthia—here is the financial information page for Target. We often talk about trends and how watching for these trends and analyzing trends are a key thing the groups should be doing.
  • Cynthia and Jay—emphasize that most students have little or no practice do academic research
  • Cynthia and Jay--

Stacking the Deck in Your Students' Favor Stacking the Deck in Your Students' Favor Presentation Transcript

  • CCBC 2011 Annual Teaching Learning Fair January 12, 2011
    Cynthia Roberts, Director of Library Services Jay Whitelock, Associate Professor, Business Studies
  • Stacking the Deck in Your Students Favor
    Essential Communication and Research Skills
    for Business
  • “The organization of the future is held together with information – working in such an organization will require literacy to obtain the necessary internal and external information to do our jobs “
    Drucker, Peter F. "The Information Executives Truly Need." Harvard
    Business Review 73.1 (1995): 54-62. Business Source Premier.
    EBSCO. Web. 18 Jan. 2011.
  • “Effective integration of information literacy skills into the business curriculum requires the development of collaborative partnerships between teaching faculty and librarians” Wu, Yuhfen Diana and Susan Lee Kendall. “Teaching Faculty Perspectives on Business Information Literacy.” Reference Services Review 34.1 (2006):86-96. Proquest Central. Web. 28 Dec 2010.
  • Determine the extent of information needed
    Access the needed information effectively and efficiently
    Evaluate information and its sources critically
    Incorporate selected information into one’s knowledge base
    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
    Association of College and Research Libraries (2000)
    An information literate individual is able to:
  • MNGT 101: Introduction to Business and Industry
    A 3 credit course, which has no pre-requisites or any required minimum competency level for reading, writing or mathematics
    The Course
  • A semester-long group project
    Students are assigned into groups and provided a Public Company to researchAn outline is provided to each group The outline is coordinated with the textbook and lectures
    Oral Presentation: 20 minutesWritten Report : addressing specific information about the company and minutes of their group meetings
    The Assignment
  • Ability to identify credible information resources for business research
    Practice the necessary skills to research effectively and efficiently particular business concepts for a specific public company
    Improved written communication skills
    Improved verbal communication skills
    Ability to work well in a group
    Learning Outcomes
  • Writing a documented research paper
    Citation format
    Making an oral presentation
    Coordinating what each group member will present
    Peer assessment of group presentations
    Working in a group
    Calling meetings
    Dividing/Assigning tasks
    Communication Skills
  • Within the first few weeks of the semester a Library Instruction session is scheduled
    During this session students sit with their groups
    Research skills are integrated into the project
    The Library Instruction Session
  • Research Skills in Context
    Discipline specific assignment
    A real-life exercise
    Business – research a public company
    Introduce students to trade publications
  • Company Annual Report
    Company Website
    Library Databases
    Business Source Premier
    LexisNexis Academic
    Identify the Resources
  • How to find it on the company website
    Investors or Investor Information/Services
    What is important in the annual report?
    Letter to the Shareholders
    Financial Highlights
    Form 10-K
    Company Annual Report
  • Our Company
    Our Mission
    Our History
    Read with a critical eye
    Company Website
  • Company Profile
    SWOT Analysis
    Industry Profiles
    Trade Publications
    Magazines, Journals and Newspapers
    Business Source Premier
  • Database Features
    Save material on your flash drive and then send to group members
    E-mail articles to group members, including yourself
  • Content
    Company Snapshot
    LexisNexis Academic
  • Conclusions – Stack the deck in your students’ favor
    Do not assume your students know how to research
    Students who are required to use information resources other than random websites of their choice develop an appreciation for research databases and develop the skills to search these resources effectively
    Collaboration between teaching faculty and librarians can produce effective assignments that involve research components
  • Require the groups to use search profiles in Business Source Premier and save their search strategies and articles
    How can we improve on this?
  • Thank you for joining us today!