HU CETLA ILSI May 2008

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  • Before they Google, we try to interface the web with our web guides such as the general ref page which does have links to Wikipedia and other open web dictionaries and general resource mats
  • Along w/ a thesaurus > tools such as Ebsco’s auto text technology can provide keywords
  • EBSCO > narrow search to academic journals WIKIPEDIA [e.g. Amino acids] always check references and notes SCIENCEDIRECT number of times an article is cited in SCOPUS GOOGLE Scholar > Web of Science > how many times an item is cited / other articles published via Google Scholar
  • Incorporate selected information into one’s knowledge base <> facebook lists
  • Use Blackboard Group Pages to “monitor” student(s) progress in their attempt to accomplish goals
  • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally Information Capture applications The Owl at Perdue via The Perdue Online Writing Lab (Perdue university) NC State University Citation Builder
  • Core competencies of information literacy are:
  • Want faculty to consider the following when revisiting syllabus >>>> Assessment via class assignments e.g. annotated bibliography > be weary of rouge assignments > will cover later
  • Resources platforms for acquiring information resources Resources we cover in the infolit sessions
  • Library services for faculty via HUL Web
  • Share reuse remix -- legally free tools for authors. Scientists, artists, educators to easily mark their creative work w/freedoms they want to carry
  • Scopus Affiliation Identifier to easily identify and group an organization with its research output.
  • Developed by George Mason University – functions like End Note. Manage your citations notes from the metadata the information from websites.
  • HU CETLA ILSI May 2008

    1. 1. Information Literacy and HU Research Communities A Workshop Sponsored by CETLA and University Libraries @ Howard University May 22, 2008
    2. 2. Workshop Overview <ul><li>Identify, manage, and share the latest research via library databases and catalogs. </li></ul><ul><li>Set up RSS Reader to maximize their Web research experience via RSS feeds. </li></ul><ul><li>Embed links in Blackboard to ScienceDirect and other restricted databases. </li></ul><ul><li>Apply social networking concepts via Blackboard’s social book-marking system (Blackboard Scholar). </li></ul><ul><li>Recognize how, where, and when to implement library services and resources to enhance student learning. </li></ul>
    3. 3. Workshop Goals <ul><li>To highlight HUL information services and resources to facilitate the information search process (ISP) </li></ul><ul><li>To illustrate effective, transferable searching techniques </li></ul><ul><li>To employ social networking concepts for scholarly communication and student participation </li></ul><ul><li>To accentuate INFOLit as a critical HU course component </li></ul>
    4. 4. Morning Agenda <ul><li>9-10 a.m. Welcome / Digital Natives </li></ul><ul><li>10-11 a.m. Information Literacy /INFOLit </li></ul><ul><li>11-12noon Supporting Faculty Scholarship </li></ul>
    5. 5. Afternoon Agenda <ul><li>1-2 p.m. RSS > managing information </li></ul><ul><li>2-3 p.m. Explore Database Tools </li></ul><ul><li>3-4 p.m. Blackboard > database integration, Scholar </li></ul>
    6. 6. Questions? Comments?
    7. 7. Our Digital Natives
    8. 8. Common complaints… <ul><li>Do not read (print) </li></ul><ul><li>Do not write (with pen and paper) </li></ul><ul><li>Do not know about the wide variety of information choices available to them (subscription databases) </li></ul><ul><li>Do not know how to evaluate information </li></ul>
    9. 9. Common complaints <ul><li>Do not cite information </li></ul><ul><li>Need a lot of hand-holding through assignments </li></ul><ul><li>Tend to Google their way through assignments </li></ul><ul><li>Do not use the library </li></ul>
    10. 10. Digital Natives > a perspective <ul><li>Dr. Norman Lewis Chief Strategy Officer, Wireless Grids Corporation, USA </li></ul><ul><li>discusses: </li></ul><ul><li>Adults Misunderstanding, Technology, Internet </li></ul><ul><li>Children Seeking Refuge in Virtual World </li></ul><ul><li>http://fora.tv/2007/10/27/Battle_of_Ideas_MySpace_Generation </li></ul>
    11. 11. What is our Desired Outcome: <ul><li>Student-centered learning environments – the classroom, the library, the campus where </li></ul><ul><li>Inquiry is the norm </li></ul><ul><li>Problem solving is the focus. </li></ul><ul><li>Thinking critically is the process. </li></ul>
    12. 12. Library Support 2.0
    13. 13. Library Support 2.0
    14. 14. Library Support 2.0
    15. 15. Library Support 2.0 > INFOLit
    16. 16. Questions? Comments?
    17. 17. INFOLit Information Literacy Competencies addressed and unpacked via HU Library instruction classes
    18. 18. What is Information Literacy? <ul><li>“ the ability to recognize when information is needed, and then to find , evaluate , use and communicate that information effectively.” </li></ul>
    19. 19. What is information literate individual? <ul><li>Determine the extent of information needed </li></ul><ul><li>Access the needed information effectively and efficiently </li></ul>
    20. 20. Information Literate Individual (continued) <ul><li>Evaluate information and its sources critically </li></ul><ul><li>Incorporate selected information into one’s knowledge base </li></ul>
    21. 21. Information Literate Individual (cont’) <ul><li>Use information effectively to accomplish a specific purpose </li></ul><ul><li>Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally </li></ul>
    22. 22. Determine extent of information needed
    23. 23. Determine extent of information needed http://www.sortfix.com/index.aspx
    24. 24. Access information effectively & efficiently
    25. 25. Evaluate information & its sources critically
    26. 26. Incorporate into one’s knowledge base
    27. 27. Use information effectively to accomplish a specific purpose
    28. 28. Citing information as an practice
    29. 29. Core Competencies <ul><li>Information Management </li></ul><ul><li>store, retrieve, & reference resources </li></ul><ul><li>Searching </li></ul><ul><li>identify, locate, & evaluative salient and scholarly resources </li></ul><ul><li>Technology </li></ul><ul><li>agile & efficient use of information platforms and tools </li></ul>
    30. 30. INFOLit sessions (library instruction) <ul><li>Incorporate primary information literacy competencies (INFOLit sessions) into the syllabus </li></ul><ul><li>Sessions range btw 45min-2hr </li></ul><ul><li>Move beyond big-box databases -- consider having multiple INFOLit sessions </li></ul><ul><li>Assessment via class assignments e.g. annotated bibliography > be weary of rouge assignments </li></ul>
    31. 31. HUL Web > Access via homepage http://www.howard.edu/library (resources) <ul><li>Library Catalogs / OPACs </li></ul><ul><li>Databases < Search/Browse OR Sterling homepage EBSCOhost databases, ScienceDirect, ProQuest databases, LexisNexis, etc </li></ul><ul><li>Subject Guides < Research Assistance > Help Guides </li></ul><ul><li> Political Science, African Studies, Education, Sociology, Women Leaders, Citing Sources, Steps in the Research Process, etc. </li></ul><ul><li>General Reference < Search/Browse Encyclopedias, Dictionaries, News Sources, Statistics, Thesaurus, etc. </li></ul>
    32. 32. HUL Web > Access via homepage http://www.howard.edu/library (services) <ul><li>Faculty & TA < Research Assistance </li></ul><ul><ul><li>Request Forms < Services </li></ul></ul><ul><li>Creating Assignments, Library Instruction, Course-Related Web page, Library Evaluation, ILL, Library Purchase </li></ul><ul><ul><li>Subject Specialists < About Us, Contact Us </li></ul></ul><ul><li>Bibliographer Liaison, Information Facilitator contact information </li></ul><ul><ul><li>Course Reserve Request < Search/ Browse </li></ul></ul><ul><li>Note: complete Word doc and submit to appropriate library </li></ul><ul><ul><li>Off-Campus Access to Databases, Sterling < Search/ Browse </li></ul></ul><ul><li>Library Calendar </li></ul>
    33. 33. Library-involved Assignments <ul><li>Check STERLING for resources (books, journals databases) listed in your syllabus </li></ul><ul><li>Consider the various formats a resource available </li></ul><ul><li>Place required readings on reserve in the library </li></ul><ul><li>Library uses Library of Congress call numbers </li></ul><ul><li>Photocopying cost .15 cents per copy, consider electronic reserves </li></ul><ul><li>Reconsider the scavenger hunt assignment </li></ul>
    34. 34. Benefits of working with information literate students <ul><li>Students will probably </li></ul><ul><ul><li>produce quality research papers </li></ul></ul><ul><ul><li>make more effective oral presentations </li></ul></ul><ul><ul><li>use correct citations when writing or make appropriate attributions when speaking </li></ul></ul><ul><ul><li>plagiarize less </li></ul></ul>
    35. 35. Questions? Comments?
    36. 36. Supporting Faculty Scholarship
    37. 37. HU Faculty Publications of the Week
    38. 38. Faculty Authors Database http://www.howard.edu/apps/keyword/HUAuthors.htm
    39. 39. Creative Commons http://creativecommons.org/
    40. 40. Scirus
    41. 41. Keotag http://www.keotag.com
    42. 42. Questions? Comments?
    43. 43. RSS Part IV
    44. 44. What is RSS <ul><li>Rich Site Summary </li></ul><ul><li>Really Simple Syndication </li></ul><ul><li>Automatic Web Browsing </li></ul>
    45. 45. RSS <ul><li>Simple XML encoded information and news items from Web logs or news sites </li></ul><ul><li>Syndicated content includes such data as news feeds, events listings, news stories, headlines, project updates, excerpts from discussion forums or even corporate information. </li></ul><ul><li>Aggregators read the “feeds” and provide current awareness delivered to one location </li></ul>
    46. 46. RSS <ul><li>How does it work? </li></ul><ul><ul><li>Every time a site is updated with new content a “feed” (simple XML encoded information) from that site is sent to an Aggregator / RSS Reader </li></ul></ul><ul><li>What is an Aggregator or RSS Reader? </li></ul><ul><ul><li>Software that hold the “feeds” </li></ul></ul><ul><ul><li>provides current awareness </li></ul></ul><ul><ul><li>RSS are delivered to one location </li></ul></ul>
    47. 47. What to Look for: XML Syndicate this Site
    48. 48. What is an RSS (Aggregator) Reader <ul><li>Software </li></ul><ul><ul><li>Client based </li></ul></ul><ul><ul><li>Server based </li></ul></ul><ul><li>Different aggregators that do basically the same thing </li></ul><ul><li>Saves time </li></ul><ul><li>Content is syndicated into one place </li></ul>
    49. 49. RSS Reader > Bloglines http://www.bloglines.com
    50. 50. RSS Readers <ul><li>My Yahoo < http://www.yahoo.com> </li></ul><ul><li>Google Reader <http://www.google.com/reader> </li></ul><ul><li>Bloglines <http://www.bloglines.com> </li></ul>
    51. 51. Database content & information management
    52. 52. Managing the delivery of information <ul><li>Database tools and services </li></ul><ul><ul><li>Alerts / email or RSS via RSS Readers </li></ul></ul><ul><ul><li>Citation export options </li></ul></ul><ul><li>Managing Resources on the Web via </li></ul><ul><ul><li>WorldCat.org </li></ul></ul><ul><ul><li>del.icio.us </li></ul></ul><ul><ul><li>Zotero </li></ul></ul>
    53. 53. Database tools & services <ul><li>Alerts – allow you to centralize resources </li></ul><ul><ul><li>Manage subscriptions </li></ul></ul><ul><ul><li>Notifications of new search results based on initial search summary </li></ul></ul><ul><li>Receive Alerts via </li></ul><ul><ul><li>Email notifications of new results / new information based on a search inquiry saved by the user (you) is sent via email. </li></ul></ul><ul><ul><li>Or, an email notification is sent to your RSS Reader (e.g. Google Reader) when a new issue of a journal , you chose is available. </li></ul></ul>
    54. 54. Databases offering Alerts <ul><li>EBSCOhost > journal, search </li></ul><ul><li>Proquest > subject, search </li></ul><ul><li>Project Muse > journal </li></ul><ul><li>ScienceDirect > journal, search, citation, topic </li></ul>
    55. 55. Bibliographic Tools <ul><li>Citation Exports – variety of options </li></ul><ul><ul><li>Send citations to designated email account or </li></ul></ul><ul><ul><li>Create accounts within database to centralize resources </li></ul></ul><ul><li>Folders </li></ul><ul><ul><li>EBSCO’s My Folder, Save articles, images, searches </li></ul></ul><ul><ul><li>ProQuest’s Research Tab, My Webpage, Save citations, articles, searches, journals </li></ul></ul><ul><ul><li>ScienceDirect, Webpage, Save citations, articles, searches, journals </li></ul></ul><ul><ul><li>JSTOR, My JSTOR, Save citations </li></ul></ul>
    56. 56. Zotero (a free bibliographic research tool) <ul><li>Zotero [zoh-TAIR-oh] “a free, easy-to-use Firefox extension to help you collect, manage, and cite your research sources. It lives right where you do your work — in the web browser itself. “ </li></ul><ul><li>http://www.zotero.org/ </li></ul>
    57. 57. WorldCat (create an account for better bibliographic management) <ul><li>“ Build and maintain public and private lists of books, videos and other items owned by libraries” within WorldCat </li></ul><ul><li>Social networking potential – </li></ul><ul><ul><li>tag and share found resources </li></ul></ul><ul><ul><li>Utilize automated export function to link resources to your del.icio.us bookmark account. </li></ul></ul>
    58. 58. del.icio.us (an online bookmaking, categorization, social networking tool) <ul><li>http://del.icio.us </li></ul>
    59. 59. Questions? Comments?
    60. 60. Blackboard
    61. 61. EBSCO, JSTOR, Muse databases <ul><li>Copy the “durable” link to articles </li></ul>
    62. 62. ScienceDirect DOI <ul><li>Combine http://dx.doi.org/ with the assigned doi for the article, to create one URL: http://dx.doi.org/doi:10.1016/j.cis.2006.11.024 </li></ul>
    63. 63. BB Scholar
    64. 64. Questions? Comments? [email_address]

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