Before we beginCan you go around the room, say your name, your department, & the course you’re TAingfor, if you knowThanks!
I designed this workshop for you—Teaching Assistants1 imp reason for doing this is that we teach lots of classes for many depts—there’s growing demand for them & there are only 6 CL librarians, 1 librarian for 4292 undergrads, & w/budget cuts, we may not be able to meet all of the demand
What is Info Lit or IL?Many different definitions, but basically, it’s the ability to identify, locate, evaluate & use information effectively & ethicallySo, one of the main goals of this session is to provide you with some ILtips and techniques you can use with your own students, inclass or as assignmentsIt’ll save you time & hopefully result in stronger papers, as well as improved information researching & critical thinking skills among your students
We’re going to start by trying out a web critical thinking exercise I’ve used in undergrad courses I’ve taught, and then go on to other topics … OK—ARE YOU READY?As you probably know, many students think they’re really good at researching because they use Google & WikipediaBecause of the vast quantities of Web sites, blogs & other information available through the web, & their uneven quality, though, it’s important to keep in mind some critical thinking questions about all kinds of information...
… For critical thinking about blogs and social networking sites too…Cohen, Laura, and Trudi Jacobson. 2008. “Evaluating Web Content.” [Online]. Available: http://library.albany.edu/usered/eval/evalweb/ [Cited February 28, 2008]Web 2.0 guide: http://www2.library.ucla.edu/libraries/college/11605_12008.cfmAgain, you could set up a wiki and ask groups of students to review some blogs or social networking sites, & come up with their own evaluation criteriaQUESTIONS? READY TO GO ON?OK—LET’S GO BACK TO THE LIST & PICK ANOTHER TOPIC…
These are the othertop topics you wanted to learn about from the survey resultsEffective db selection & searchingGoogle & Google Scholar advanced searching & other Google ToolsBroadening/Narrowing Research TopicWHICH OF THESE WOULD YOU LIKE TO DO NEXT?THEN WE’LL COME BACK TO THIS LIST & PICK ANOTHER TOPICShow of hands for each topic…
Selecting a researchable topic can be difficult for undergradsSome pick research paper topics that are much too narrow, while others pick very broad topicsWe’ll try 2 different exercises & talk about some worksheets students can use for this purposeThen I’ll show you some help in an online tutorial, the Road to Research, w/links to other sites like OWL, Purdue’s Online Writing Lab
Braceros were Mexicans who contracted to work in the U.S. under the U.S./Mexican Bracero Program, instituted in 1942.
Taking all of the limiters into account, here’s a possible argument or topic sentence for a research paper. If the student finds too much information, the timeframe could be shortened, or students could compare date from one year to another.If there’s too little information, the timeframe could be broadened.
NOW—PART 2: After modeling this approach, I’ve divided the class into small groups and given them all the same broad topic—e.g., DRUG LAWSI give them about 5 minutes to identify some limiters on this topic & come up with a topic sentence or argumentThen I have the groups report back & it’s a real aha moment for many students, as each group comes up with dif limiters & research questionsAs AN OPTIONAL PART 3:when I’m teaching a credit course, I ask each student to fill out a worksheet with room for 2 possible research paper topics.They must list some limiters for each one, and then come up with a topic sentence or argument for eachThey turn in the worksheet & I pick one of the two for them to use for a research paper, with comments, if their topic is still too broad or too narrow.So, those are 2 in-class exercises for topic narrowing/broadeningWe also have some online help you could assign instead…
More on catalogs…On beyond UCLA Library Catalog…Next Gen MELVYL – In dev, may replace MELVYL Catalog at some pointWorldCatILLTips for finding book chapters: Google Books; Amazon Search within a book; Google searchQUESTIONS? Back to Topics
MAGAZINES V. JOURNALS & SCHOLARLY PUBLISHING PROCESS…Ok, now let’s assume your students have research topics & need to find articles--what next?Well we can probably also assume that they’re going to go to Google and Wikipedia, automaticallyThey may think that’s all they need to do, and they may not understand what you mean when you ask them to look for scholarly journal articles.They probably don’t know what “peer-reviewed” means, and the word ‘article” could mean a web page to them.So, I’m going to show you a comparison table, as well as a couple of in-class ways to help your students learn the differences between magazines (popular publications) and journals, I’ll follow up with a brief analogy to help students grasp the scholarly communication process.Then we can pick a db & search it as an example
Now I’m going to show you a way to model database selection & searching for your students, as they follow along & as you ask questions to get them think throughout
Plagiarism is all too common these days, as students may copy & paste from web sites, or even from article abstracts onlineThey may not be aware of intellectual property or they may disregard itImportant to talk with students about… What plagiarism is & how to avoid it Why to cite How to cite
Figure out what you need to acknowledge—words or ideas of othersCite themDo not need to cite “common knowledge,” though this can be date-specific—e.g., what is a cellphone is now commonly understood, but wasn’t when cellphones were first introducedCan quote, summarize or paraphrase, but all need to include citationHow to Paraphrase—OWL: http://owl.english.purdue.edu/owl/resource/619/01/
Why cite?1. Show evidence to support your arguments2. Give credit to show respect for others’ intellectual property3. Allow others to find your evidence & see if they agree with your interpretation or use of it to support your arguments4. You may also want to use some short videos in class & then discuss them—e.g., “friendofdarwin’s Darwin Poster” (5:15) http://www.youtube.com/watch?v=f_iJb2AeL4U And “EPIC 2015” (8:56) http://www.youtube.com/watch?v=OQDBhg60UNI
Need to know what kind of material you’re citing—many students confused by this“Which is Which?” exercise can help, esp if you follow it up by asking students to find the more problematic items in the Library Catalog—e.g., book chaptersLet’s go to the exercise so you can see where it is—Lib Guides “Exercises & Handouts” page: http://guides.library.ucla.edu/content.php?pid=33500&sid=263583Road to Research/Road Etiquette/Plagiarism offers lessons & exercisesRoad to Research/Road Etiquette/Citation
Ok—GS: HOW MANY OF YOU HAVE USED IT?It’s a single database that allows you to search for some books and some articlesI always tell students to use whatever is helpful, but question everything… Some people are skeptical about using it because Google doesn’t reveal its scope—new article: Jasco 11/1/09 LJ: “GS’s Ghost Authors, Lost Authors & Other Problems”: http://www.libraryjournal.com/article/ca6698580.htmlTaking off from Nunberg 8/31/09 Chronicle of Higher Ed: “Google’s Book Search: A Disaster for Scholars” http://chronicle.com/article/Googles-Book-Search-A/48245/GS ignored metadata provided by publishers & developed their own crawlersExample of problem: Go to GS/Advanced Search/Written by:login (10,200)P Options=Payment Options; from TOCs: B MethodsDefinitely skews citation counts… & messes up authorship In addition…
We don’t know which periodicals it indexes, how far back they go, or which books it listsWe also don’t know what its ranking algorithm is—what makes some items pop up to the topWhat we do know is that Google draws some of its periodical results from free databases like PubMed and ERIC, both paid for by our tax dollars, but freely available to everyone Some UCLA students also don’t realize that the reason they can get many articles for free through GS is that the UCLA Library pays for subscriptions to many online periodicalsThese are all important caveats to pass along to your studentsBUT, there are some handy tricks and tips you can use with GS to improve your results
PREFERENCES:For off-campus searching—set for UCLA so can get articles for free through Library (UC-eLinks)ADVANCED SEARCH: Can limit to a disciplinary areaCan do a more exact searchDate range; published in particular journal; written by… Let’s search for “critical thinking” “information literacy” (8,380)….RECENT ARTICLES: Not just articles… Back to 1991Restrict to SINCE 2005 (3,710)RANKING? #1 (“What and who…”) pub 2007, cited by 19; #2 Information Literacy Instruction, pub. 2010, cited by 90; #3 IL, Caravello, cited by 3 & pub in 2008TIMES CITED: Q—how accurate & up to date is this figure? Basically, it’s times cited in GS database, which is not comprehensive… But again, it can be helpfulQ’S? BACK TO TOPICS…
OK--how do you apply all of this for yourself, when you teach your own course? For several years, I worked with Ph.D. students from many dif disciplines who were taking the CUTF seminars with the late Peter Kollock…I suggested IL enhancements to some of their syllabi & other librarians did too I thought you might like to see some excerpts from one of those syllabus that I’ve gotten permission to share—see handout… [IF TIME PERMITS, GO OVER IT…]If anyone’s interested in seeing the entire syllabus, please email meQUESTIONS?
Just 2 last things—These are students from Lisa Gerrard’s English Comp class in Second Life, in front of the UCLA Library, along with my avatar, Alexandria KnightIf any of you are interested in virtual worlds, I’d be happy to talk with you about bringing your students to SL, critical thinking & other exercises you can conduct there, and even teaching classes in SL, as Lisa and others do.AND, if there’s a group of Tas in your dept. who want to have this workshop, let me know & we can set it up