Yp ril session 1 - sa


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Yp ril session 1 - sa

  1. 1. RESEARCH AND INFORMATION LITERACY ENG 216A - PEB Instructor: Ms. Page CNR – Gill Library – JOC Campus Room 609 ypageCNR@gmail.com Mondays – 5:30 – 7:00pm Computer Lab – room 615
  2. 2. Education: ABOUT ME Gerontology M.S. Library Science M.L.S. Nutrition & Food Science B.S. Employment: Brooklyn Public Library at Grand Army Plaza Hunter College Social Work Library CNR – Gill Library – JOC Campus Philosophy: If you tell me I will forget. If you show me, I will remember. BUT, it you involve me – I WILL LEARN ! - a Chinese proverb (modified)
  3. 3. Class Introductions: Tell us about yourself • Your Name? • SNR Area of Interest? • Use of a Library: Physical? Virtual? • Research skills: novice / moderate / proficient • In class Exercise: Take 10 minutes and write a brief passage on: • From your prospective, define Information Literacy? • What are the outcomes that you anticipate following the completion of this course – what are you expectations?
  4. 4. Why Information Literacy? • -Increasing need for information • School, Work, Home, Health, and Lifelong Learning • Rapidly Changing Technology • Technology continues to grow: Internet and the World Wide Web, Social Networks, blogs, vlog, wikis, ect… • How do you find what you need? • How do you insure that the information you find is reliable? • Reliability: Not all information is reliable, authoritative , or even correct! Information can be biased, misinformed, • How do you know what is an opinion vs fact?
  5. 5. What is Information Literacy? • Information Literacy is a set of competencies that enable an individual: • - to identify the information they require • - understand how this information is arranged and organized • - determine the best sources of information for each topic of interest • -locate and critically evaluate these sources • - use that information responsibly • - It is the ability to perform sound and reliable research!! • - ^ statement excerpted for the American Library Association.
  6. 6. •Knowledge is power. •Information is liberating. • Kofi Annan • …Know how to find it, verify it, and use it properly...
  7. 7. An information literate individual is able to: • -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 - KB • -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. Statement excerpted from the American Library Association http://tinyurl.com/6r7vqf2
  8. 8. Research and Information Literacy Eng 216A •This course is offered to address these growing needs for Information Literacy. • •This course is designed to work with LTCA and other SNR courses.
  9. 9. Course Description • In this course, students will develop the research skills necessary for both completing college assignments and sustaining life-long learning. • Working hands-on through Gill Library and completing inclass and weekly assignments, students will cultivate the information literacy skills essential for success in a college setting. • The goals of this course are to assist students in acquiring confidence and proficiency in seeking, evaluating, and managing the wealth of information currently available in print, media and online. • The Research and Information Literacy course is designed to work in conjunction with Language, Thought and Critical Analysis and Core Seminars such as Urban Community and Human Body to assist students in the successful completion of their research assignments.
  10. 10. Course Objectives • - Construct a reference question. • - Develop an appropriate research strategy, select appropriate resources and evaluate their validity. • - Utilize appropriate search tools and search methods (such as Boolean Logic, thesauri, keyword vs. subject searching and truncation, etc.) • - Access needed information effectively and efficiently. • - Cite resources appropriately using APA and MLA. • - Understand plagiarism and its consequences.
  11. 11. Policies: Plagiairism • Plagiarism includes, but is not limited to, using copyrighted published information without in-text citation; paraphrasing deliberately without citing; incorrectly listing references or works cited pages; purchasing papers online or from other individuals; passing off the writing and/or research concepts of others as your own; and paying a ghostwriter for doing a student's paper. Plagiarism also includes neglecting to adhere to all MLA or APA format rules governing plagiarism. The commission of any form of plagiarism will be reviewed by faculty and staff and can result in serious disciplinary action which may lead to dismissal. Refer to the Student Code of Conduct. SNR Student Handbook page 74 http://www.cnr.edu/Media_Library/SNR_Catalog_2010.pdf
  12. 12. Grading Criteria, Format, Expectations Grading Criteria • In-class and homework assignments: 30% • Class and Lab participation: 20% • Research portfolio and presentation: 50% • Quizzes - (review opportunities) – extra credit points Grading will be based on attached rubrics provided in Workbook Class Format: • Discussion • Hands-on Labwork • Readings • Homework • Portfolio Expectations: • Prompt arrival – generous amount of materials to cover in each class session. • Attendance - is taken at each session • Absences - all students are held responsible for topics and work covered. • Academic Integrity - Code of Conduct • All papers must be typed, double-spaced, with one-inch margins, 12-point Times New Roman font, in black ink. • Class Rules: Do not do any Internet searching that is not directly related to the class. No eating in class. If you need to leave the room during class, let me know, prior to leaving the room.
  13. 13. More about the Syllabus • Required Texts: Lester, J., & Lester J Jr., (2012). Writing research papers: A complete guide. (14th ed.). Boston, MA: Pearson. • Reserve Readings and Exercises: • Some readings will be on reserve (see ERes - “RIL”) . • Rubrics • A rubric is a guide, often in the form of a checklist that lists specific criteria for grading or scoring academic papers, projects, or tests, or projects. • The rubric used for this class will be provided to you.
  14. 14. Final Project: Portfolio and Presentation • The Presentation • 8-10 minutes • Describing a successful research process • The Portfolio • Is the final product of the class • Contains two parts • Compilation of homework throughout the semester • Two brief bibliographies: MLA and APA Checklists for the contents of the final project are in the syllabus. A grading rubric will be provided. • 50 percent of your grade
  15. 15. RIL related materials • Go to the Library Homepage • Select Quick Links – RIL http://library.cnr.edu/home/library • This will take you to the • RIL Faculty Directory
  16. 16. ERes – Electronic Reserves ERes is the Library’s Electronic Reserves System • - Go to the Library Home page • - Under “Resources” select “ERes – Reserves” link • - At that page click on “ERes Course Reserves Pages” • - At that page click on the tab “course pages by Instructor,” then from the drop down menu select “RIL”
  17. 17. LET’S GET STARTED!.... LAB: • Library Web site • Virtual Services • ILLiad
  18. 18. Review of The Gill Library Website • • • • • Getting to the Website Go to http://www.cnr.edu Academics – Library - Library Web Site Or Intranet.cnr.edu - Quick Links Basic Sections: • • • • • • General Resources Services Help Search Boxes News • Virtual Services • Virtual Helpdesk • Ask a Librarian • Ask Us 24/7 Chat
  19. 19. Virtual Reference Services Ask Us 24/7 Chat Email a Librarian
  20. 20. Let’s take a look at ILLiad ILLiad is the Library’s automated Interlibrary Loan system • Go to the Library homepage: www.cnr.edu/home/library • Go to the Services Section • Click on Interlibrary Loan
  21. 21. Set up an ILLiad Account • Click on the ILLiad link. • Create an ILLiad account as directed.
  22. 22. Homework Write a two paragraph essay answering: -a) Given what we have discussed in class this evening, we mentioned the importance of information literacy in libraries and educational institutions today, what do you hope to gain from this course? -b) What are your interests and concerns about doing research?
  23. 23. Homework (continued) • Text Reading: • Lester, James D., and James Lester, Jr. “Chapter 3, Organizing Ideas and Setting Goals.” Writing Research Papers: A Complete Guide 14th ed. Boston, MA: Pearson, 2012. 1 – 9 and 10 - 19
  24. 24. Session 2 • Materials to discuss in session 2 • Review
  25. 25. Library Services and Resourses: we will explore more in-dept • Gill Library Web site http://www.cnr.edu/home/library Use Library systems and services such as: • interlibrary loan, • electronic reserves, • specialized subject guides, • request forms, • off-campus access, • virtual services, • citation managers, • workshops and tutorial options, • and other research assistance tools and advanced database tools.
  26. 26. Types and Formats of Information Primary Sources • Primary sources are firsthand materials • They can be in the form of words, images, or artifacts created by an individual or group of individuals on a particular topic, or related to a particular event. • This includes original information before anyone has analyzed, criticized, commented, restructured, managed or repackaged it in any way. • This is direct, immediate, personal evidence of someone’s ideas or experience.
  27. 27. Examples of Primary Sources • ORIGINAL DOCUMENTS • Diaries, Journals, Memoirs, Autobiography Speeches, manuscripts, • letters, interviews, News film footage, Official Records • CREATIVE WORKS: Poetry, drama, novels, music, art, • ARTIFACTS: Pottery, Sculpture, Artwork, furniture, clothing, buildings • Events: Meetings, Conference presentations, proceedings of historical events • Examples of primary sources include: 1. 2. 3. 4. 5. 6. -Birth Certificate -Diary of Anne Frank -U.S. constitution -A painting by Picasso -An audio tape of an oral history project -A journal article reporting NEW research or findings
  28. 28. Secondary Sources Secondary Sources Interpret, Comment, Criticize, Analyze, Summarize Primary Sources They interpret primary information -Are often written after an event or publication -Written by individuals with no direct involvement -Who may be specialists, experts -Provide critical, historical, psychological. Examples: scholarly books and text books, journals, magazines, literary or social criticism, analyses and interpretations
  29. 29. Tertiary Sources • Tertiary sources compile, index, abstract, manipulate, aggregate, organize and make available other sources. • -abstracts, • -bibliographies, • -handbooks, • -encyclopedias, • -indexes, • -chronologies, etc. • Tertiary sources can contain references to primary or secondary sources.
  30. 30. Formats of Information • -Print - books, magazines, journals, documents, manuscripts, correspondence • -Digital - Electronic resources available through a computer such as • -e-books, e-magazines, e-journals, web-based, e-mail, blogs -Interpersonal – Conversations, interviews, phone calls -Media – Audio visual materials, film, television, DVD, CD, tape recordings… -Multimedia – Materials that use multiple formats such as a Powerpoint presentation with links and visuals, or an interactive game or web-site.
  31. 31. Types of Research • Popular Published mostly for recreational and entertainment purposes, popular publications target a general audience • and contain informal discussions of topics, opinions, and news • Example: People Magazine or General Advice Books
  32. 32. News Publications • Like Popular publications News resources • -May be general or topic based • Intended for particular or general audience • - Usually contain current information • - Often written by several authors, editors, columnists, free-lance writers
  33. 33. Sensational Publications • -Related to popular and News publication types • Often in newspaper or magazine formats • - Often Provocative, Inflammatory • - Simple Writing • - Can be Flamboyant, Lurid, Loud, • - Feed on Morbid Curiosity, Gossip
  34. 34. Scholarly Publications • -May be primary or secondary -Have been evaluated by scholarly peer and experts in a particular field of study. • -Intended for scholars, academics, or educated public • -Provide “in-depth” study, analysis, investigation, description, evaluation of the topic • -Disseminate research and challenge ideas • -Promote academic and professional discussion • Often have references and bibliographies • Also referred to as academic • 0r peer-reviewed publications. • Examples:
  35. 35. Trade Publications • - Intended for members of a particular vocation • Business, Organization, or Industry • -Focus exclusively on articles, information, and advertisements related to that business, organization or Industry • Advertisements usually focus on topics related to the trade
  36. 36. • http://lib.colostate.edu/howto/poplr.html
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