1. Connie Varnhagen
Let’s Google That:
Using the Web to Engage Students
and Promote Information Literacy

2. HAB and animal welfare
Standards of care
Decision-making
Companion animal overpopulation
Sheltering and rescue
Disaster
http://i.kinja-img.com/gawker-media/image/upload/s--WKRnx9Fk--
/c_fit,fl_progressive,q_80,w_636/17kh5b7vxglg2jpg.jpg
T. Clark, AFP, 28 Oct 12

3. Dogs’ emotional reaction to disaster
Nagasawa, Mogi, & Kikusui (2012)
Dogs abandoned after Fukushima reactor
“incident”
Comparison abandoned dogs in rescue with
control stray dogs from another province
Urinary cortisol and behaviour

4. Urinary cortisol levels
Nagasawa et al. (2012)

5. Median scores on behaviour evaluation
Nagasawa et al. (2012)

6. Is it PTSD?
Fearful when not previously fearful
Disobedient
Hypersensitive

7.  Recognize that information is needed
 Access the information effectively and efficiently
 Evaluate the information and its sources critically
 Incorporate the information into one’s knowledge base
 Use the information effectively
 Use the information ethically and legally
Information literacy (ALA, 2000)

8. 
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Why do we care about information literacy?

9.  Value inquiry
 Scaffold search
 Identify sources
 Critically appraise
 Provide instruction
 Provide assessment
Modeling information literacy in class

10. Broad Learning Outcomes:
 Identify a research topic that can be searched
 Conduct appropriate information searches
 Identify appropriate resources
 Critically appraise the resources
 Use the information appropriately
 Use the information ethically
Information literacy in 1st Year

11. Broad Learning Outcomes:
 Identify a research topic that can be searched
 Conduct appropriate information searches
 Identify appropriate resources
 (Critically appraise the resources)
 Organize the resources appropriately
Information literacy in 4th year

13. 
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How might/do you promote information literacy?

14. Mood deinduction