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Marketing 281 Jan 2016 Lesson Plan

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Marketing 281 Jan 2016 Lesson Plan

  1. 1. 1 | in f o r m a t i o n l i t e r a c y s k i l l s d e v e l o p m e n t | J u l i e K e n t Lesson Plan: Marketing 281 ILSD facilitated by Julie Kent, Hons. B.A, M.L.I.S., Instructional and Research Librarian OVERVIEW Finding and using resources and avoiding plagiarism in research for this program is foundational to student success. After participating in this session learners can:  Find appropriate and relevant resources and information  Find and use the appropriate Research Guide for the Business Program and Marketing  Find and use tools to maintain academic integrity  Locate APA formatting information The library's Information Literacy Skills Development program adheres to the ACRL Framework for Information Literacy for Higher Education.  Authority Is Constructed and Contextual  Information Creation as a Process  Information Has Value  Research as Inquiry  Scholarship as Conversation  Searching as Strategic Exploration CONTENT Knowledge Practice or Disposition INTRODUCTION AND AGENDA (4 minutes)  Librarian value statement  Library and Librarian: role in student’s success  Present: path to library home pages, resources, and tools  In-class activity  Peers present to peers in teach-back activity  Summary  Feedback instrument GOVERNMENT DOCUMENTS (4 minutes) Provide students with necessary tools and search syntax to find relevant and appropriate online government documents, research, blogs, policies, industry initiative, legislation, etc. http://www.acoa- apeca.gc.ca/eng/publications/FactSheetsAndBrochures /Documents/BMP%20-%20final%20EN_online.pdf http://www.acoa- apeca.gc.ca/Eng/publications/FactSheetsAndBrochures /Pages/How_to_prepare_a_marketing_Plan.aspx Learners who are developing their information literate abilities: assess the fit between an information product’s creation process and a particular information need; recognize that information may be perceived differently based on the format in which it is packaged; value the process of matching an information need with an appropriate product; understand that different methods of information dissemination with different purposes are available for their use. LIBRARY HOME PAGE & BUSINESS DATABASES (5 minutes) 1) Present library specific search engine “Search All”, and search box navigation 2) Execute KEYWORD search and review interface features and functionality Business planning 3) Inform students that the business databases are NOT in the Search All results list. The information literate student recognizes issues of access or lack of access to information sources; understand that different methods of information dissemination with different purposes are available for their use; value the process of matching an information need with an appropriate product. SUBJECT INSTRUCTOR DATE | TIME | LOCATION Assignment Specific Research Dig It Delights Cranbrook Food Action Committee January 19 10:00 – 11:20 AM Library Computer Lab
  2. 2. 2 | in f o r m a t i o n l i t e r a c y s k i l l s d e v e l o p m e n t | J u l i e K e n t RESEARCH GUIDE (5 minutes) 4) Present Business and Marketing Research Guides. 5) Review features and content on relevant page tabs 6) Present access point to Avoiding Plagiarism, Academic Honesty, and APA citation style guide The information literate student identifies a variety of types and format of potential sources; recognize issues of access or lack of access to information sources; determine an appropriate scope of the investigation; draw reasonable conclusions based on the analysis and interpretation of information. IN-CLASS ACTIVITY (25 minutes) 1) Students divided into groups 2) Each group given a specific topic relevant to their assignment 3) Each group executes a search finding specific resources. Group 1 – Search ABI/INFORM Global find a peer reviewed or scholarly article on “marketing plan”. Use Advanced Search to add appropriate keywords. (marketing plans) AND (small business) AND (salad dressing industry) OR (Perishable Prepared Food Manufacturing) Group 2 – Search with “Search All” search engine to find various sources on “business planning”. Explain: what is a Research Starter? Differentiate types of sources: Group 3 – using specific search engine syntax, find Canadian Government documents on the topic of local and sustainable products. site:.gc.ca site:.gov.bc.ca Find Canada’s Action Plan for food security http://www.agr.gc.ca/misb/fsec-seca/pdf/action_e.pdf Increasing Food Security http://www.acdi- cida.gc.ca/INET/IMAGES.NSF/vLUImages/Youth-and- Children/$file/food-security-strategy-e.pdf Global Affairs http://www.international.gc.ca/development- developpement/priorities-priorites/cfss- scsa.aspx?lang=eng The information literacy student accesses needed information effectively and efficiently; exhibit mental flexibility and creativity, understand that first attempts at searching do not always produce adequate results; seek guidance from experts, such as librarians, researchers, and professionals; persist in the face of search challenges, and know when they have enough information to complete the information task.
  3. 3. 3 | in f o r m a t i o n l i t e r a c y s k i l l s d e v e l o p m e n t | J u l i e K e n t Group 4 – Find company profiles and locate the SWOT content in Business Source Complete Kraft Foods Group, Inc. AGT Food and Ingredients Inc. Canada Bread Company, Limited Sun Gro Horticulture Canada Ltd. Agribrands Purina Canada Inc. Pinnacle Foods Inc. Welch Foods Inc. George Weston Foods Limited Maple Leaf Foods Inc. McCain Foods Limited Bioriginal Food & Science Corp TEACH BACK | PEER PRESENTATION (25 minutes)  Students present their findings to classmates demonstrating keywords used and resources accessed Learners who are developing their information literate abilities  formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information;  determine an appropriate scope of investigation;  deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations;  use various research methods, based on need, circumstance, and type of inquiry;  monitor gathered information and assess for gaps or weaknesses;  organize information in meaningful ways;  synthesize ideas gathered from multiple sources;  draw reasonable conclusions based on the analysis and interpretation of information. SUMMARY (8 minutes)  Review resources and access points discovered.  Set up next session on Avoiding Plagiarism  Deliver feedback instrument through University of Alberta Camrose: ILAAP Learners who are developing their information literate abilities give credit to the original ideas of others through proper attribution and citation; understand that intellectual property is a legal and social construct that varies by culture; cite the contributing work of others in their own information production.

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