1. Your Class Has Library Research?
• Get relevant resources for your class.
– It’s easy & your students will love it!
• But how, you might ask…
2. Librarian
• Have the librarian do the work.
– Invite the librarian to your class for a subject-
specific presentation.
• It will take no more than 30 minutes of class time
– Have the librarian get resources for your class.
• The librarian will collect resources specifically for your
class
– It’s easy & the students will love it!
3. Course Reserves
• Have resources for your class.
– Familiarize yourself with the library's inventory:
• Visit the library
• Browse the inventories
http://10.13.28.252/
http://www.librarything.com/catalog/StevensHenagerIdaho
– Have the librarian do the work.
4. eCollege
• Put the resources in eCollege.
– Use the library sites.
• ProQuest
– http://search.proquest.com/
» <username>, <password>
• LiLI
– http://lili.org/
» <username>, <password>
– Have the librarian do the work.
5. Information Competency
• We all teach information 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.
» Source: Association of College and Research Libraries. “Information Literacy
Competency Standards for Higher Education” (PDF available)
Subject-specific instruction should take about 15 to 30 minutes of class time. Some library components are better in certain media types; resources. I would need to know what the assignment is to make it a perfect experience. <Ask for endorsements from the attendees.>
Instructors have already used Course Reserves. Examples of materials are advertisements for MAN105, herbal medicine, and body fluids.
Using the library sites, 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.
These library components are to teach information competencies. We all teach information competency to certain degrees, and 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, the electronic library resources and the fact that they will be perfecting their information competencies. These standards were approved by the Association of College and Research Libraries, a division of the American Library Association on January 18, 2000. These standards were also endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004).
What students gain here will be used for the rest of their lives; they gain the knowledge and skills, and part of that is information competence.
