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Gvu instruction presentation

Gvu instruction presentation






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    Gvu instruction presentation Gvu instruction presentation Presentation Transcript

    • GVU Instruction Session Cara Stone – cabstone@indiana.edu
    • The Scenario:
      • Course
        • First Year Composition (English 101; Elementary Composition/Research Writing)
      • Student level
        • First Year students who have had limited structured access to library resources (few, if any, formal library instruction sessions)
    • The Scenario:
      • Assignment
          • Students are to research a topic based on the Mississippi River Watershed area .
          • Students may research a social sciences topic of their own choosing (and have it approved by their instructor) or they may choose from the topics provided (later in the presentation).
          • Students will create an annotated bibliography using 5 sources , of which at least 3 need to be from peer-reviewed journals(with 3-5 sentence annotations for each entry)
          • Students will later return to this assignment and use the resources they found, the annotated bibliography they created, and their research question to form their thesis and expand their thesis into an outline and then a 5-7 page paper (using APA citation)
          • (Later in the semester students write papers using topics from the humanities and sciences.)
    • The Scenario:
      • Outcomes
        • Students will:
          • Formulate a research question
          • Formulate search strings based on their individual research question
          • Understand the basics of searching, accessing articles, and citing resources in Encyclopedia Britannica and Academic Search Premier
    • The Scenario:
      • ACRL Information Literacy Competency Standards for Higher Education:
      • Standard One
      • The information literate student determines the nature and extent of the information needed.
      • 1.1The information literate student defines and articulates the need for information.
      • Outcomes Include: 
        • 1.1.a Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need
        • 1.1.b Develops a thesis statement and formulates questions based on the information need
        • 1.1.c Explores general information sources to increase familiarity with the topic
        • 1.1.d Defines or modifies the information need to achieve a manageable focus
      • 1.2 The information literate student identifies a variety of types and formats of potential sources for information.
      • Outcomes Include: 
      • 1.2.d Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
    • The Scenario:
      • ACRL Information Literacy Competency Standards for Higher Education:
      • Standard Two
      • The information literate student accesses needed information effectively and efficiently.
      • 2. The information literate student constructs and implements effectively-designed search strategies.
      • Outcomes Include: 
        • 2.2.a Develops a research plan appropriate to the investigative method
        • 2.2.b Identifies keywords, synonyms and related terms for the information needed
      • 2.2.d Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books)
    • First Year Composition Library Session
      • Yes, you are in the right place.
      • No, I am not your “regular” professor.
      • Let’s chat.
      • Name: Cara Stone
      • I live in the library.
      • Questions? Raise your hand as we go or email me later at cabstone@indiana.edu.
    • Process...
      • It’s peanut butter-jelly time.
      • It can sometimes be sticky, but it’s worth it.
      Image used under Creative Commons license. Flickr user  {N}Duran http://www.flickr.com/photos/nduran/4268965003/
    • Research Process
    • Step One: Pick a Topic
      • Anthropology/Archeology
        • Native American Burial Mounds
        • Native American Reservations
        • Influence of the French Creole in New Orleans
      • Business/Economics
        • Meatpacking industry
          • (in Iowa: Postville Agriprocessers, Inc. plant raids )
        • Haymarket Square Bombings in Chicago (1886)
        • Pullman Strike
      • Education
        • No Child Left Behind (The Elementary and Secondary Education Act)
        • Native American boarding schools
        • Kent State Shootings
      Paper 1: Social Science Topics
    • Step One: Pick a Topic
      • History
        • Prohibition (Temperance Movement)/Speakeasies
        • Building the Transcontinental Railroad
        • Custer’s Last Stand (Battle of Little Bighorn)
        • Freedom Riders (with extra resources here )
        • Chicago Race Riot (1919) and the “Red Summer”
      • Political Science
        • Red Scare and McCarthyism
        • Iowa Caucus System (importance and influence)
        • Missouri Compromise
      • Sociology
        • Red Light Districts (New Orleans)
        • Hate Crime Laws (Matthew Shepard)
      Paper 1: Social Science Topics
    • Step One: Pick a Topic
      • ...It’s only for a few weeks...
    • Step Two: Background Information
      • Background information:
        • What do you already know?
        • What do you want to know?
      • Search with caution...
        • Wikipedia is great for some things...
        • Encyclopedia Britannica = Wikipedia but waaaaay better
          • You can cite it in your paper (though it doesn’t count as your scholarly source) and get that background information you seek!
    • Step Two: Background Information ( www.grandview.edu )
    • Step Two: Background Information
    • Step Two: Background Information
    • Step Three: Formulate a Research Question
      • You know a bit more about your topic. (Woo hoo!)
      • Writing your research question: what is something you want to dig in and learn even more about?
        • What do you already know?
        • What do you want to know?
        • Those with yes/no answers are not an option
      • Multiple perspectives?
      • Significant impact?
      • Something that interests you?
    • Step Three: Formulate a Research Question
      • Examples:
        • How did the Freedom Riders of 1961 impact segregation and discrimination laws (national and local)?
        • How did the conditions in the Native American boarding schools (1850s-1960s) contribute to the loss of Native American identity?
    • Step Four: Research—Terms
      • Dissect your research question to come up with key terms:
        • Synonyms
        • Expand or narrow your terms based on your results
        • AND - OR - NOT - *
        • Maybe your scope is too narrow...revise your research question and terms
    • Step Four: Research—Terms
      • Share your research question with a neighbor.
      • Help your partner come up with more/alternative key terms:
        • Synonyms
        • Expand or narrow your terms based on your results
        • AND - OR - NOT - *
        • Maybe your scope is too narrow...revise your research question and terms
    • Step Four: Research—Dive In! ( www.grandview.edu )
    • Step Four: Research—Dive In!
    • Step Four: Research—Dive In!
    • The magic of Academic Search Premier...
      • Did you miss some of the ASP searching tips?
      • Use this video later to refresh your memory: http://bit.ly/GVUASP
    • Take a few minutes to:
      • Jot down some additional search terms on your card
      • Fill out the half-sheet of paper
        • What is one thing you learned from today’s session?
        • What is one question you still have about the information presented today or about your research for this upcoming assignment?
    • Thank You!
      • Questions?
        • Check out the library’s website http://bit.ly/GVULibrary
          • Explore resources
          • Find librarian contact information (email and phone)
            • [email_address]
        • Swing by the reference desk to ask a question
        • Contact me directly
          • Cara Stone [email_address]