1. Have a Library Component?
• Have relevant resources for your class.
– It’s easy & your students will love it!
• But how, you might ask…
2. Course Reserves
• Have materials set aside for your class.
– Familiarize yourself with the library's inventory:
• Visit the library
• Browse the catalogs
http://10.13.28.252/
http://www.librarything.com/catalog/StevensHenagerIdaho
– Have the librarian do the work.
3. eCollege
• Put the resources in eCollege.
– Use the library databases.
• ProQuest
– http://search.proquest.com/
» <username>, <password>
• LiLI
– http://lili.org/
» <username>, <password>
– Have the librarian do the work.
4. Student Research
• Have the students do the research.
– Select allowable resources:
• print collection, databases and/or librarian
– Consider inviting the librarian to your class for a
subject-specific presentation.
– It’s easy & the students will love it!
5. Who Cares?
• We all teach information literacy competency.
– Information competence means:
• Using research tools to effectively & efficiently access
information.
• Being able to critically evaluate that information.
• Using that information to accomplish a specific
purpose.
6. Conclusion
• The library component is part of the
classroom experience.
–Remember, you have the option to do almost
nothing & the students will love how easy it is!
Editor's Notes
Some library components are better in certain media types; resources
Instructors have already used Course Reserves, examples of materials are advertisements for MAN105, herbal medicine, and body fluids.
Using the databases, find relevant resources (articles, reports, etc.) and put them in your course. You can search for relevant resources yourself, or have me send you resources.
If your students will do the research themselves, make sure that they know what is allowable. Most students are used to using databases & the internet. By allowing students to use multiple information sources, it makes the pool larger. Understand that the print resources (books & magazines) may be limited for certain narrow research projects. There are 1921 items in the Boise library & 209 in Nampa. The magazines are NOT indexed. There are over 4000 titles in ProQuest & a cohort of databases with thousands of titles in LiLI. Public libraries are unlikely to have resources for college research projects as they are among the poorest funded, not to mention they serve the interests of the public not educational interests. BSU is the most likely place for students to find physical resources though it may be difficult for those who live out of town. Seems to me that any research performed at other libraries can be encouraged while clearly stating why this is okay (controlling any idea that their college library can’t support their education). Subject-specific instruction should take about 15 to 30 minutes of class time.
Accreditation, the Dean of Education, the Associate Deans care…. Aside from that, not only do we all teach information competency to certain degrees, but we actively use the information competencies in our daily lives. Students learn how to accurately interpret information and results, we use information to help select a new cell phone or car. While doing assignments for class, students are learning better search strategies & determining good information from bad; they are developing information literacy competence. We have the power to set them up for failure or success. In PSY101, students are exposed to the library’s inventory tool (catalog), the databases and the fact that they will be perfecting their information competencies.
What students gain here will be used for the rest of their lives; they gain the knowledge, skills and abilities (KSA) and part of those KSA is information competence.
