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Beyond Google
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Beyond Google

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Improving Students’ Research and Information Gathering Techniques

Improving Students’ Research and Information Gathering Techniques

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  • Effective Information Literacy - Improve your students research and information gathering techniques by purposefully incorporating information literacy into your assignments. Learn how to modify your assignments to blend in information literacy concepts and skills. Bring assignments that you would want to alter.
  • Transcript

    • 1. Beyond Google: Improving Students’ Research and Information Gathering Techniques Breanna Weston - Librarian Library and Media Services
    • 2. Why is Information Literacy Important?
      • Institutional Aspiration for Learning –WOU
      • Required for accreditation by NWCCU
      • General skill
      • Data Smog
      • Better work
    • 3. What is Information Literacy
      • “Information literacy is a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.’” (IL Comp Standard for Higher Ed-ACRL)
    • 4. Information R/evolution – Michael Wesch
    • 5. Information Literacy Standards or Creating Life Long Learners…
      • Know
      • Access
      • Evaluate
      • Use
      • Ethics
      • ACRL – IL Comp Standards for Higher Ed
      http://www.platowa.com/images/Not_yet.jpg
    • 6. Know
      • Articulates
      • Identifies
      • Plan
      • Reevaluates
      Thesis Statement Planning Publication Process Explaining Initial thesis statement development. News article vs. original research Create a timeline of research including possible sources.
    • 7. Access
      • Select
      • Search
      • Retrieves
      • Refines
      • Manage
      Information Retreival Systems Search Strategies Finding Resource Comparison of search engines. (Google, Academic Search Premier, PsychINFO) Require variety of sources. Track searches.
    • 8. Evaluate
      • Summarizes
      • Applies
      • Synthesize
      • Integrates
      • Impact
      • Validation
      • Revision
      Main Points Evaluate Construct new concepts Discussion Compare sources Annotated bibliographies Create a forum/blog posts – require postings.
    • 9. Use
      • Applies
      • Revises
      • Communicates
      Producing product Revising Sharing Product – paper, video, podcast, wiki Presentation of product Allow revisions
    • 10. Ethics
      • Understands
      • Follows
      • Acknowledges
      Plagiarism/Works Cited Copyright Privacy/Security Netiquette Censorship/ Freedom of Speech Paraphrasing lessons Practice good ethics Works cited More integrated approach.
    • 11.
      • Applies
      • Revises
      • Communicates
      • Articulates
      • Identifies
      • Plan
      • Reevaluates
      • Select
      • Search
      • Retrieves
      • Refines
      • Manage
      • Summarizes
      • Applies
      • Synthesize
      • Integrates
      • Impact
      • Validation
      • Revision
      • Understands
      • Follows
      • Acknowledges
      KNOW ACCESS USE EVALUATE ETHICS
    • 12. Designing IL Assignments
      • Changing resources
      • Use reserves
      • Collaborate
      • Assume limited knowledge
      • Try assignments
      WOU, Hardesty
    • 13. Designing IL Assignments II
      • In context
      • Post assignments
      • Clarify sources
      • Incorporate technology
      • Break down assignments
      WOU, Hardesty
    • 14. Assignment Part 1
      • Write a two page summary on some topical issue from The Oregonian . Summarize the facts and then the debate. Cite using MLA format.
      • Student
        • Where do I get the Oregonian? Grocery store?
        • Pick topic of interest in edition picked up.
        • Main Points
        • What is MLA format?
      Dr. Eddy – WR135, F07
    • 15. Educator (Professor/Librarian)
      • Oregonian Database
        • Have? Where?
        • Search strategies – limit by date
        • Accessing article – print/online
      • Paraphrasing – Main points
      • MLA/NoodleBib
    • 16. Assignment Part 2
      • Adding to the first part, use at least two different sources to explain the two sides of the debate. (2-3 pages, attach previous)
      • Student
        • sources = internet/google
      Dr. Eddy – WR135, F07
    • 17. Educator (Professor/Librarian)
      • Kind of sources – books, articles
      • Find the sources –
        • Catalog/call numbers
        • ability to use database
        • Only local info enough? Summit?
      • Evaluation of sources
    • 18. Assignment Part 3
      • Adding to part 2, persuasively argue at least one side of the debate. (3 sources, 3-4 pages, attach previous)
      • Student
        • One more source - internet
        • Argument - instinct
      Dr. Eddy – WR135, F07
    • 19. Educator (Professor/Librarian)
      • Thesis statement
      • Another source
        • Use previous methods/ may already have extra
      • Logical argument
      • Organization
    • 20. The Classic Paper
      • Write a 10-12 page paper on a topic in XYZ subject using scholarly articles with APA citations.
      • How can we purposefully incorporate IL?
        • Groups of 2-3 and brainstorm ideas for 5-10 minutes.
    • 21. Brainstorms
    • 22. Sources
      • ACRL - IL Competency Standard for Higher Ed
      • Institutional Aspirations for Learning
      • NWCCU
      • Information R/evolution – Michael Wesch
      • WOU Library Instruction Tips for better library/research assignments
      • The Role of the Library in the First College Year – Chapeter 8 Strategies for Designing Assignments to Support Information Literacy Initiatives Larry l. Hardesty
      • Dr. Eddy – WR135, Fall 2007 Current Event Assignment
      • Accessing This Presentation
      • Slideshare
      • www.wou.edu/~westonb

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