This document provides instructions for a scavenger hunt activity at a university library. It guides participants through four areas of the library, asking them to find specific resources and answer questions. The areas covered include the lobby, first floor, second floor, and upper levels. Participants are tasked with locating books, journals, study rooms, offices, and specialized collections. They also must answer questions about library services, resources, and organizational systems.
This document provides an introduction to embedded systems. It defines embedded systems as electronic systems that perform dedicated tasks and include microcontrollers. Characteristics of embedded systems include high speed, low power consumption, small size, accuracy, adaptability, and reliability. Embedded systems are classified based on their functionality and performance requirements. The document also discusses the hardware architecture of embedded systems including the CPU, memory, I/O ports, communication interfaces, and application-specific circuitry. Recent trends in embedded systems include faster processors, lower power consumption, improved communication interfaces, new operating systems, and programming languages.
The document is a scavenger hunt activity for students to complete tasks around the Albert S. Cook Library at Towson University. It involves locating specific areas of the library like the checkout desk, reference desk, leisure reading area, group study rooms, and more. Students are asked to find information like professor names, room numbers, call numbers, hours of operation, and other details related to the library's resources and services.
The document provides instructions for a freshman orientation activity where students will learn to use a library catalog to find books. Students are asked to choose between searching for fiction or nonfiction titles and to enter those choices into the library catalog. They then fill out a table with call numbers and author information for the books they searched. The goal is for students to learn how to navigate the library tools to locate books.
This document describes a QR code scavenger hunt activity for students to learn about the library. It involves:
- Dividing students into teams and giving them 11 questions to answer by scanning QR codes around the library within 20 minutes.
- The questions are in both English and Spanish and cover the library's spaces, services, collections and how to find certain materials.
- Teams use iPads to submit their answers. At the end, they discuss their findings.
- The goal is for students to explore the library, learn where things are located, and feel more comfortable using it through a fun, collaborative activity.
This scavenger hunt introduces students to the library in a fun, collaborative way. Students are split into teams and given clues via QR codes to answer questions about the library's resources in 20 minutes. The questions cover topics like reference materials, award books, databases, fiction genres, Dewey Decimal classifications, and specific book titles. At the end, teams submit their answers digitally and discuss what they learned about using the library. The scavenger hunt is designed to reduce library anxiety through an interactive, problem-based learning activity.
Identifying the inquiry and stating the problelmYVIEWRITZ
This document provides guidance on choosing an appropriate research topic for a school assignment. It outlines several types of topics that should be avoided, such as controversial, highly technical, hard-to-investigate, too broad, and too narrow topics. Acceptable sources for research topics are also listed, including mass media, books, journals, and work experiences. The document then demonstrates how to narrow a broad topic into a more focused research topic through a series of exercises. Learners are guided on evaluating potential topics based on their scope and on iteratively refining topics from general to increasingly specific.
This document provides instructions for a student to complete activities using their campus website and college catalog. The activities have the student locate various information on the campus website like campus events, degree programs, and financial aid. They also have the student examine their college catalog to find scholarships they may be eligible for, compare course descriptions, and define common academic terms. Finally, the student is instructed to visit different campus resource offices to identify the services provided at each like the bookstore, library, career services, and more. The goal is for the student to become familiar with the resources and information available on their campus.
This document provides an introduction to embedded systems. It defines embedded systems as electronic systems that perform dedicated tasks and include microcontrollers. Characteristics of embedded systems include high speed, low power consumption, small size, accuracy, adaptability, and reliability. Embedded systems are classified based on their functionality and performance requirements. The document also discusses the hardware architecture of embedded systems including the CPU, memory, I/O ports, communication interfaces, and application-specific circuitry. Recent trends in embedded systems include faster processors, lower power consumption, improved communication interfaces, new operating systems, and programming languages.
The document is a scavenger hunt activity for students to complete tasks around the Albert S. Cook Library at Towson University. It involves locating specific areas of the library like the checkout desk, reference desk, leisure reading area, group study rooms, and more. Students are asked to find information like professor names, room numbers, call numbers, hours of operation, and other details related to the library's resources and services.
The document provides instructions for a freshman orientation activity where students will learn to use a library catalog to find books. Students are asked to choose between searching for fiction or nonfiction titles and to enter those choices into the library catalog. They then fill out a table with call numbers and author information for the books they searched. The goal is for students to learn how to navigate the library tools to locate books.
This document describes a QR code scavenger hunt activity for students to learn about the library. It involves:
- Dividing students into teams and giving them 11 questions to answer by scanning QR codes around the library within 20 minutes.
- The questions are in both English and Spanish and cover the library's spaces, services, collections and how to find certain materials.
- Teams use iPads to submit their answers. At the end, they discuss their findings.
- The goal is for students to explore the library, learn where things are located, and feel more comfortable using it through a fun, collaborative activity.
This scavenger hunt introduces students to the library in a fun, collaborative way. Students are split into teams and given clues via QR codes to answer questions about the library's resources in 20 minutes. The questions cover topics like reference materials, award books, databases, fiction genres, Dewey Decimal classifications, and specific book titles. At the end, teams submit their answers digitally and discuss what they learned about using the library. The scavenger hunt is designed to reduce library anxiety through an interactive, problem-based learning activity.
Identifying the inquiry and stating the problelmYVIEWRITZ
This document provides guidance on choosing an appropriate research topic for a school assignment. It outlines several types of topics that should be avoided, such as controversial, highly technical, hard-to-investigate, too broad, and too narrow topics. Acceptable sources for research topics are also listed, including mass media, books, journals, and work experiences. The document then demonstrates how to narrow a broad topic into a more focused research topic through a series of exercises. Learners are guided on evaluating potential topics based on their scope and on iteratively refining topics from general to increasingly specific.
This document provides instructions for a student to complete activities using their campus website and college catalog. The activities have the student locate various information on the campus website like campus events, degree programs, and financial aid. They also have the student examine their college catalog to find scholarships they may be eligible for, compare course descriptions, and define common academic terms. Finally, the student is instructed to visit different campus resource offices to identify the services provided at each like the bookstore, library, career services, and more. The goal is for the student to become familiar with the resources and information available on their campus.
1. The document provides guidance for students to conduct field observations of a school's learning environment, including its facilities, classrooms, and impact on students.
2. Students are instructed to use provided forms to document their observations of the school's campus, facilities, and classrooms, noting the availability and descriptions of areas like offices, libraries, and laboratories.
3. The purpose is to help students determine the characteristics of a school environment that is supportive of learning and to reflect on how the observed environment relates to child development and facilitating learning.
1. The document provides guidance for students to conduct field observations of a school's learning environment, including its facilities, classrooms, and impact on students.
2. Students are instructed to use provided forms to document their observations of the school's campus, facilities, and classrooms, noting what is available and its condition.
3. The goal is to analyze how the school and classroom layouts influence learning and to reflect on the characteristics of an effective environment that promotes learning.
This document provides a template for students to plan research on cyberbullying. It includes sections for defining the research task by listing one main question and three specific questions to answer. Students are prompted to identify information sources they will use from a list and note keywords and sources for finding the needed information. Space is provided to record relevant facts and quotes along with their sources for each of the three specific research questions.
Kungshen book 5 lesson 4 warm up: communication inventionsFortuna Lu
1. The passage discusses the history and development of different communication technologies over time, including the telegraph, telephone, email, and Facebook.
2. It provides the years of invention for each technology, with the telegraph being invented first in 1837, followed by the telephone in 1876, then email in 1971, and finally Facebook in 2004.
3. The technologies have made communication increasingly convenient and allowed people to stay connected with friends and family around the world through real-time information sharing.
This document provides instructions for an activity where a student named Tiffany Malcolm uses her campus website and college catalog to find various types of information. The activity has Tiffany locate information like important dates, degree programs, campus events, financial assistance, and student organizations from the website. It also has her look up course descriptions, scholarships/loans, and definitions of academic terms in the college catalog. Finally, the activity asks Tiffany to visit different campus resources like the bookstore, library, career services office, and more to identify the materials and services available at each location. The document guides Tiffany through a thorough exploration of the resources and information available on her college campus.
This document outlines a lesson plan for teaching students how to use different types of reference materials, including dictionaries, thesauruses, almanacs, atlases, and encyclopedias. The plan involves direct instruction, worksheets for each reference material, and a scavenger hunt where students must use the correct reference source to find answers. The goals are for students to understand why information is needed, how to locate it using organizational tools, and how to evaluate reliable sources. Students will develop research skills and learn to use information ethically.
The document describes a field study assignment to observe different school and classroom environments and the learners within them. The student is tasked with visiting a school to assess the facilities and how they support learning. They are to observe classrooms, learners of different ages, and interview students. The goal is to understand how the environment and learner characteristics impact education and determine what creates an effective setting. The student will document their findings and reflections on what type of school and classroom best facilitates learning.
The principal at Immaculate Conception High School asked Communication Studies students to investigate consumption and sale patterns at the school back gate vendors using a questionnaire to collect data on item preferences and average daily spending. The questionnaire could be administered in-person, online, or via telephone but has disadvantages like response bias and advantages like low cost. Students could also use observation, interviews, or surveys which offer benefits like direct responses but require more resources.
Inquiry on animals process handouts and notesGhaundar
The document provides instructions for an inquiry activity involving making predictions about cubes. It explains that students will work in groups to answer questions about two similar activities involving cubes. For each activity, students are asked to write an inquiry question, brainstorm ways to answer it, and make a prediction to answer the question based on their ideas. The document provides examples of inquiry questions and prompts for students to write their predictions and the reasoning behind them. It emphasizes that the goal is for students to have fun learning about the inquiry process.
The document describes a student's observation of a learning resource center where they observed available learning resources such as print materials, audio resources, visual aids, and ICT resources. The student analyzed how the resources were arranged and classified, as well as the strengths and weaknesses of the center. They provided suggestions for improving the center by purchasing additional computers to accommodate the class size.
The document describes a student's observations of learning resource centers and bulletin board displays at various schools. In the learning resource center observation, the student notes the available resources like books, magazines, and computers, but finds that the number of computers is insufficient. When observing bulletin boards, the student evaluates one display on cellular structures positively except for fully utilizing the space and symmetrical material arrangement. The student suggests involving learners in display preparation. Overall, the document involves a student analyzing teaching resources and proposing improvements.
A reading comprehensive test based on two different texts: "Words: Native and Borrowed" and "Teaching Vocabulary for Advanced Students". It also contains a reflection of both texts.
This document provides a lesson plan for a 2nd grade social studies unit on American Indians. The lesson introduces students to the Lakota Indians by reading the story The Legend of the Bluebonnet. Students complete activities to learn about the Lakota people's climate, land, and plant life. They also compare the Lakota to Virginia's Powhatan Indians using a Venn diagram. As an assessment, students write their own original Native American legend.
This document outlines the tasks and steps for a 7th grade individual project where students will plan and write an opinion essay on the topic of "LIFE IN THE FUTURE". Students must choose one point of information from a list of options and come up with their own second point. They will then structure their essay, write a first draft in 4 paragraphs, and present their essay to the class. The presentation must follow 5 steps including telling the class what they will talk about, why they chose the topic, reading their essay, emphasizing important parts, and smiling while looking up from their paper.
Based on a slide show created for Student Life Skills classes, this abbreviated version provides need-to-know information about the library and related departments that support students success at Hillsborough Community College, Dale Mabry Campus, in Tampa, Florida.
Lesson 10 SMART Tutorial Speedback Assignment
First, complete the SMART tutorial at http://net.lib.byu.edu/tutorial/smart/
Then take the quiz. Mark the Correct answer to Red color.
1.
According to the SMART tutorial what is the third step in the research process?
Locate background information
Write the paper
Evaluate and select the best possible materials for your paper
Develop and narrow topic
Find research materials
2.
Scholar Search is a:
A help desk in the library
A study place in the library
A search tool on the library webpage
A writing and research lab
3.
When evaluating a source, asking yourself “Is the information objective?” helps you determine which of the following?
Credentials of the author
Bias of the source
Evidence the author uses to support their claims
Most current information
4.
In order to get help finding information for your research paper, you must do which of the following?
Make an appointment
Know who you need to talk to
Go to the online chat service, visit a help desk, or use the drop-in writing and research service
5.
According to the SMART tutorial what is the second step in the research process?
Evaluate and select the best possible materials for your paper
Develop and narrow topic
Find research materials
Write the paper
Locate background information
6.
Using information found through Google for academic research is which of the following?
Always recommended
Never recommended
Recommended when appropriately evaluated and selected
7.
Please choose the best answer for the following statement: “I can find scholarly materials for my research paper by _________”
searching Google Scholar.
talking to a subject librarian.
using Academic Search Premier.
All of these
8.
In the module “finding sources,” what is the best library page to help you narrow your topic?
Subject guides
E-Reference
Background resources
Digital Collections
9.
According to the SMART tutorial what is the fourth step in the research process?
Find research materials
Develop and narrow topic
Evaluate and select the best possible materials for your paper
Locate background information
Write the paper
10.
According to the tutorial, a source that has an abstract, detailed research by an expert, and an extensive bibliography is a(n) _________
encyclopedia.
scholarly article.
website.
magazine article.
11.
According to the SMART tutorial what is the first step in the research process?
Write the paper
Evaluate and select the best possible materials for your paper
Locate background information
Develop and narrow topic
Find research materials
12.
According to the SMART tutorial what is the last step in the research process?
Locate background information
Find research materials
Develop and narrow topic
Evaluate and select the best possible materials for your paper
Write the paper
13.
When evaluating a source, asking yourself “Who wrote the article?” helps you determin ...
The document is a lesson plan for an English class on using the library. It contains the following key points:
1. The objectives are for students to learn about different sections and reference materials in the library, how to use the card catalog and online catalog system, and appreciate the importance of libraries and library staff.
2. Students will visit different libraries on campus and interview library staff to learn their roles. They will also explore reference materials, sections of the library, and how to use the online catalog system.
3. A discussion will be held after the activity where students share their experiences and observations. The class will also learn how to differentiate card catalogs from online catalogs and be introduced to the Dewey Decimal
This document provides a step-by-step guide for finding and obtaining books from the Darrell W. Krueger Library. It outlines the process to search the library catalog, locate books on the shelf using call numbers, request books that are not available, fill out request forms, receive notifications when books are available for pickup, and return books to the library. The guide emphasizes using the library website and catalog to search for books, and notifies users that library staff are available to assist via email or phone.
This document provides instructions for a 60-minute English exam. Students are asked to write a four paragraph argument about whether watching TV is good or bad. They are given a framework to structure their argument, including stating their position in paragraph 1, providing a first reason and examples in paragraph 2, a second reason and examples in paragraph 3, and summarizing their main idea in paragraph 4. The document provides hints on planning, doing a rough draft, and editing before submitting the final draft.
This document appears to be a practice test for students containing multiple choice, fill-in-the-blank, and short answer questions about various religious and moral concepts. The test covers topics like faith, cleanliness, orderliness, helpfulness, cooperation, punctuality, and respect for different religious beliefs and practices. It provides scenarios for students to explain how these concepts can be applied in situations they may encounter as students, family members, and friends.
This document provides a worksheet to help develop concepts for writing. It instructs the user to list 3 potential concepts and reasons for writing about each. Then for each concept, find an article listing 3 subtopics. The user then picks the strongest concept, develops a concept map with subtopics and details, and lists synonyms for searching more information.
This document provides a worksheet for evaluating information sources using the CRAAP test. The CRAAP test evaluates the currency, relevance, authority, accuracy, and purpose of a source. For each category, the document lists several questions for students to consider in order to rate the source and determine its reliability. The worksheet guides students to add up their ratings in each category to assess whether a source is excellent, good, borderline, or poor. It aims to help students thoughtfully evaluate sources and avoid using those that may be unreliable for a research assignment.
More Related Content
Similar to Amazing library race questions and answers
1. The document provides guidance for students to conduct field observations of a school's learning environment, including its facilities, classrooms, and impact on students.
2. Students are instructed to use provided forms to document their observations of the school's campus, facilities, and classrooms, noting the availability and descriptions of areas like offices, libraries, and laboratories.
3. The purpose is to help students determine the characteristics of a school environment that is supportive of learning and to reflect on how the observed environment relates to child development and facilitating learning.
1. The document provides guidance for students to conduct field observations of a school's learning environment, including its facilities, classrooms, and impact on students.
2. Students are instructed to use provided forms to document their observations of the school's campus, facilities, and classrooms, noting what is available and its condition.
3. The goal is to analyze how the school and classroom layouts influence learning and to reflect on the characteristics of an effective environment that promotes learning.
This document provides a template for students to plan research on cyberbullying. It includes sections for defining the research task by listing one main question and three specific questions to answer. Students are prompted to identify information sources they will use from a list and note keywords and sources for finding the needed information. Space is provided to record relevant facts and quotes along with their sources for each of the three specific research questions.
Kungshen book 5 lesson 4 warm up: communication inventionsFortuna Lu
1. The passage discusses the history and development of different communication technologies over time, including the telegraph, telephone, email, and Facebook.
2. It provides the years of invention for each technology, with the telegraph being invented first in 1837, followed by the telephone in 1876, then email in 1971, and finally Facebook in 2004.
3. The technologies have made communication increasingly convenient and allowed people to stay connected with friends and family around the world through real-time information sharing.
This document provides instructions for an activity where a student named Tiffany Malcolm uses her campus website and college catalog to find various types of information. The activity has Tiffany locate information like important dates, degree programs, campus events, financial assistance, and student organizations from the website. It also has her look up course descriptions, scholarships/loans, and definitions of academic terms in the college catalog. Finally, the activity asks Tiffany to visit different campus resources like the bookstore, library, career services office, and more to identify the materials and services available at each location. The document guides Tiffany through a thorough exploration of the resources and information available on her college campus.
This document outlines a lesson plan for teaching students how to use different types of reference materials, including dictionaries, thesauruses, almanacs, atlases, and encyclopedias. The plan involves direct instruction, worksheets for each reference material, and a scavenger hunt where students must use the correct reference source to find answers. The goals are for students to understand why information is needed, how to locate it using organizational tools, and how to evaluate reliable sources. Students will develop research skills and learn to use information ethically.
The document describes a field study assignment to observe different school and classroom environments and the learners within them. The student is tasked with visiting a school to assess the facilities and how they support learning. They are to observe classrooms, learners of different ages, and interview students. The goal is to understand how the environment and learner characteristics impact education and determine what creates an effective setting. The student will document their findings and reflections on what type of school and classroom best facilitates learning.
The principal at Immaculate Conception High School asked Communication Studies students to investigate consumption and sale patterns at the school back gate vendors using a questionnaire to collect data on item preferences and average daily spending. The questionnaire could be administered in-person, online, or via telephone but has disadvantages like response bias and advantages like low cost. Students could also use observation, interviews, or surveys which offer benefits like direct responses but require more resources.
Inquiry on animals process handouts and notesGhaundar
The document provides instructions for an inquiry activity involving making predictions about cubes. It explains that students will work in groups to answer questions about two similar activities involving cubes. For each activity, students are asked to write an inquiry question, brainstorm ways to answer it, and make a prediction to answer the question based on their ideas. The document provides examples of inquiry questions and prompts for students to write their predictions and the reasoning behind them. It emphasizes that the goal is for students to have fun learning about the inquiry process.
The document describes a student's observation of a learning resource center where they observed available learning resources such as print materials, audio resources, visual aids, and ICT resources. The student analyzed how the resources were arranged and classified, as well as the strengths and weaknesses of the center. They provided suggestions for improving the center by purchasing additional computers to accommodate the class size.
The document describes a student's observations of learning resource centers and bulletin board displays at various schools. In the learning resource center observation, the student notes the available resources like books, magazines, and computers, but finds that the number of computers is insufficient. When observing bulletin boards, the student evaluates one display on cellular structures positively except for fully utilizing the space and symmetrical material arrangement. The student suggests involving learners in display preparation. Overall, the document involves a student analyzing teaching resources and proposing improvements.
A reading comprehensive test based on two different texts: "Words: Native and Borrowed" and "Teaching Vocabulary for Advanced Students". It also contains a reflection of both texts.
This document provides a lesson plan for a 2nd grade social studies unit on American Indians. The lesson introduces students to the Lakota Indians by reading the story The Legend of the Bluebonnet. Students complete activities to learn about the Lakota people's climate, land, and plant life. They also compare the Lakota to Virginia's Powhatan Indians using a Venn diagram. As an assessment, students write their own original Native American legend.
This document outlines the tasks and steps for a 7th grade individual project where students will plan and write an opinion essay on the topic of "LIFE IN THE FUTURE". Students must choose one point of information from a list of options and come up with their own second point. They will then structure their essay, write a first draft in 4 paragraphs, and present their essay to the class. The presentation must follow 5 steps including telling the class what they will talk about, why they chose the topic, reading their essay, emphasizing important parts, and smiling while looking up from their paper.
Based on a slide show created for Student Life Skills classes, this abbreviated version provides need-to-know information about the library and related departments that support students success at Hillsborough Community College, Dale Mabry Campus, in Tampa, Florida.
Lesson 10 SMART Tutorial Speedback Assignment
First, complete the SMART tutorial at http://net.lib.byu.edu/tutorial/smart/
Then take the quiz. Mark the Correct answer to Red color.
1.
According to the SMART tutorial what is the third step in the research process?
Locate background information
Write the paper
Evaluate and select the best possible materials for your paper
Develop and narrow topic
Find research materials
2.
Scholar Search is a:
A help desk in the library
A study place in the library
A search tool on the library webpage
A writing and research lab
3.
When evaluating a source, asking yourself “Is the information objective?” helps you determine which of the following?
Credentials of the author
Bias of the source
Evidence the author uses to support their claims
Most current information
4.
In order to get help finding information for your research paper, you must do which of the following?
Make an appointment
Know who you need to talk to
Go to the online chat service, visit a help desk, or use the drop-in writing and research service
5.
According to the SMART tutorial what is the second step in the research process?
Evaluate and select the best possible materials for your paper
Develop and narrow topic
Find research materials
Write the paper
Locate background information
6.
Using information found through Google for academic research is which of the following?
Always recommended
Never recommended
Recommended when appropriately evaluated and selected
7.
Please choose the best answer for the following statement: “I can find scholarly materials for my research paper by _________”
searching Google Scholar.
talking to a subject librarian.
using Academic Search Premier.
All of these
8.
In the module “finding sources,” what is the best library page to help you narrow your topic?
Subject guides
E-Reference
Background resources
Digital Collections
9.
According to the SMART tutorial what is the fourth step in the research process?
Find research materials
Develop and narrow topic
Evaluate and select the best possible materials for your paper
Locate background information
Write the paper
10.
According to the tutorial, a source that has an abstract, detailed research by an expert, and an extensive bibliography is a(n) _________
encyclopedia.
scholarly article.
website.
magazine article.
11.
According to the SMART tutorial what is the first step in the research process?
Write the paper
Evaluate and select the best possible materials for your paper
Locate background information
Develop and narrow topic
Find research materials
12.
According to the SMART tutorial what is the last step in the research process?
Locate background information
Find research materials
Develop and narrow topic
Evaluate and select the best possible materials for your paper
Write the paper
13.
When evaluating a source, asking yourself “Who wrote the article?” helps you determin ...
The document is a lesson plan for an English class on using the library. It contains the following key points:
1. The objectives are for students to learn about different sections and reference materials in the library, how to use the card catalog and online catalog system, and appreciate the importance of libraries and library staff.
2. Students will visit different libraries on campus and interview library staff to learn their roles. They will also explore reference materials, sections of the library, and how to use the online catalog system.
3. A discussion will be held after the activity where students share their experiences and observations. The class will also learn how to differentiate card catalogs from online catalogs and be introduced to the Dewey Decimal
This document provides a step-by-step guide for finding and obtaining books from the Darrell W. Krueger Library. It outlines the process to search the library catalog, locate books on the shelf using call numbers, request books that are not available, fill out request forms, receive notifications when books are available for pickup, and return books to the library. The guide emphasizes using the library website and catalog to search for books, and notifies users that library staff are available to assist via email or phone.
This document provides instructions for a 60-minute English exam. Students are asked to write a four paragraph argument about whether watching TV is good or bad. They are given a framework to structure their argument, including stating their position in paragraph 1, providing a first reason and examples in paragraph 2, a second reason and examples in paragraph 3, and summarizing their main idea in paragraph 4. The document provides hints on planning, doing a rough draft, and editing before submitting the final draft.
This document appears to be a practice test for students containing multiple choice, fill-in-the-blank, and short answer questions about various religious and moral concepts. The test covers topics like faith, cleanliness, orderliness, helpfulness, cooperation, punctuality, and respect for different religious beliefs and practices. It provides scenarios for students to explain how these concepts can be applied in situations they may encounter as students, family members, and friends.
Similar to Amazing library race questions and answers (20)
This document provides a worksheet to help develop concepts for writing. It instructs the user to list 3 potential concepts and reasons for writing about each. Then for each concept, find an article listing 3 subtopics. The user then picks the strongest concept, develops a concept map with subtopics and details, and lists synonyms for searching more information.
This document provides a worksheet for evaluating information sources using the CRAAP test. The CRAAP test evaluates the currency, relevance, authority, accuracy, and purpose of a source. For each category, the document lists several questions for students to consider in order to rate the source and determine its reliability. The worksheet guides students to add up their ratings in each category to assess whether a source is excellent, good, borderline, or poor. It aims to help students thoughtfully evaluate sources and avoid using those that may be unreliable for a research assignment.
Telling Stories About the Library: Student-Generated Comics as Information Li...Alex Mudd
This document discusses using student-generated comics as narratives to reflect on the research process for an information literacy course. The comics allow students to frame themselves as characters and depict the drama and conflict of research. They serve as an authentic assessment of students' critical thinking and ability to question assumptions. The assignment asks students to create a script and comic that reflects on their topic development and research experience. It assesses several ACRL information literacy standards and the authors consider using this approach in one-shot library sessions.
Worksheet 13 evaluating & annotating an articleAlex Mudd
This document discusses how to evaluate and annotate articles for research purposes. An annotation provides a brief descriptive and evaluative note about an article that allows someone to determine if they should consult the article. Elements to consider when writing an annotation include the content, purpose, methods, usefulness, reliability, authority, currency, scope, arrangement, and ease of use of the article. An annotation evaluates factors like whether the information seems accurate, who wrote it and their background, when it was written, how comprehensive it is, and how easy it is to understand.
This document provides an overview of how to discover and evaluate databases available through the university library as well as how to annotate articles found within databases. It discusses using subject guides, searching by subject or name in the database tab to find relevant resources and evaluating databases using CRAAP criteria. The document also describes how to search for a specific database using Summon and how to annotate a journal article as homework.
Institutional repositories were created in 2003 as a strategic response to issues with scholarly journal publishing and to take advantage of opportunities in the digital environment. They allow universities to retain control over knowledge produced at their institutions by providing open access to scholarship. Repositories can enhance the curriculum by including student work and go beyond archiving to support collaboration and new forms of scholarly communication across disciplines. Challenges include gaining support, increasing awareness of repositories, and managing copyright issues. Solutions involve assessment, outreach to promote usage, and optimization of repositories. The future holds potential for including more community contributions and multimedia content to better support teaching and research.
1. Area 1: Lobby, Information Desk on second floor
Name:_________________________________ Team:________________________________________
1. Where do you check out materials from the library, and what do you need to check out
materials from the library?
The Information Desk on the Second floor, your ID
2. You can connect with library personnel in four ways. Use the library website to fill in the blanks.
Website: library.emporia.edu
1. Visit the desk in person to ask your question.
2. Chat with a librarian. This is located on the library home page
3. E-mail a librarian at libref01@emporia.edu
4. Call a librarian at 620-341-5207 or 877-613-7323
3. Visit the desk in person and ask how library books can be renewed. Explain how:
Library books can be renewed over the phone with your E number, at the Information Desk (in
person), and online
4. How long can you check out laptops, where do you return them, and can they be renewed?
3 hours; Information Desk; Yes
Area 2: 1st Floor (Periodicals/Fiction/Study Rooms and Spaces)
Name:_________________________________ Team:_________________________________________
1. Find a book in the Fiction Browsing Section that looks interesting to your team. Identify the
author, title, and call number of the book.
Answers may vary
2. Locate the giant moveable shelving (these shelves hold the periodicals). Using the call numbers
on the shelves find an arts journal in the 700s or a science journal in the 500s and give the title
and call number of the periodical.
Answers may vary
3. Identify the room number for one of the study rooms. Where can you reserve a study room?
109B-109G; at the Information Desk
2. Area 3: 2nd Floor
Name:_________________________________ Team:_________________________________________
1. You have just clicked print on one of the library computers. What are the next steps for
obtaining your document?
Login to one of the printer release stations and select print
2. What is the room number for the writing center, and what date does it open?
209C; September 2
3. Locate office 209F. Whose office is this?
Terri Summey, reference librarian in charge of public relations
4. Find the graphic novels and bring one back to your library instructor.
5. Using the search tool at the top of the library home page find the book College Study Skills:
Becoming a Strategic Learner. What deck is this book located on? What is the call #? Is it
available?
Note: your library instructor may have a computer for you to do this on, or you can use a library computer,
laptop, smartphone, etc.
Deck 4; 378.17 V273c4, AVAILABLE
Area 4: Decks, 3rd Floor, and Fourth Floor
Name:_________________________________ Team:_________________________________________
1. Enter the decks, and go to Deck 2. Locate the Deck 2 board directly in front of the staircase. You
will notice Deck 2 houses books from 305.4- 370.971. Using the “Call numbers…At a Glance”
flyer identify three subjects located on this deck.
Statistics, political science, economics, law, public administration& military science, social
problems& social services, education, social sciences, sociology, and anthropology
2. What specialized collection is located on the 3rd deck of the library?
Government Publication Collection
3. What type of “zone” is the 4th floor of the library?
Quiet Zone
4. Go to the Young Adult and Children’s Library on the 3rd Floor. In the Non-fiction section, what
topic is included in the call numbers of 629.3-629.45?
Moon and Space
3. Area 1: Lobby, Information Desk on second floor
Name:_________________________________ Team:________________________________________
1. Where do you check out materials from the library, and what do you need to check out materials from the
library?
2. You can connect with library personnel in four ways. Use the library website to fill in the blanks.
Website: library.emporia.edu
1. Chat with a librarian. This is located ________________________________
Click on the “About Us” Tab:
2. E-mail a librarian at __________________________________
3. Call a librarian at _____________________________________
4. Visit the Reference desk in person to ask your question.
3. Visit the desk in person and ask how library books can be renewed. Explain how:
4. How long can you check out laptops, where do you return them, and can they be renewed?
Area 1: Lobby, Information Desk on second floor
Name:_________________________________ Team:________________________________________
1. Where do you check out materials from the library, and what do you need to check out materials from the
library?
2. You can connect with library personnel in four ways. Use the library website to fill in the blanks.
Website: library.emporia.edu
1. Chat with a librarian. This is located ________________________________
Click on the “About Us” Tab:
2. E-mail a librarian at __________________________________
3. Call a librarian at _____________________________________
4. Visit the Reference desk in person to ask your question.
3. Visit the desk in person and ask how library books can be renewed. Explain how:
4. How long can you check out laptops, where do you return them, and can they be renewed?
4. Area 2: 1st Floor (Periodicals/Fiction/Study Rooms and Spaces)
Name:_________________________________ Team:_________________________________________
1. Find a book in the Fiction Browsing Section that looks interesting to your team. Identify the author, title, and call
number of the book.
2. Locate the giant moveable shelving (these shelves hold the periodicals). Using the call numbers on the shelves
find an arts journal in the 700s or a science journal in the 500s and give the title and call number of the
periodical.
3. Identify the room number for one of the study rooms. Where can you reserve a study room?
Area 2: 1st Floor (Periodicals/Fiction/Study Rooms and Spaces)
Name:_________________________________ Team:_________________________________________
1. Find a book in the Fiction Browsing Section that looks interesting to your team. Identify the author, title, and call
number of the book.
2. Locate the giant moveable shelving (these shelves hold the periodicals). Using the call numbers on the shelves
find an arts journal in the 700s or a science journal in the 500s and give the title and call number of the
periodical.
3. Identify the room number for one of the study rooms. Where can you reserve a study room?
Area 2: 1st Floor (Periodicals/Fiction/Study Rooms and Spaces)
Name:_________________________________ Team:_________________________________________
1. Find a book in the Fiction Browsing Section that looks interesting to your team. Identify the author, title, and call
number of the book.
2. Locate the giant moveable shelving (these shelves hold the periodicals). Using the call numbers on the shelves
find an arts journal in the 700s or a science journal in the 500s and give the title and call number of the
periodical.
3. Identify the room number for one of the study rooms. Where can you reserve a study room?
5. Area 3: 2nd Floor
Name:_________________________________ Team:_________________________________________
1. You have just clicked print on one of the library computers. What are the next steps for obtaining your
document?
2. What is the room number for the writing center, and what date does it open?
3. Locate office 209F. Whose office is this?
4. Find the graphic novels and bring one back to your library instructor.
5. Using the search tool at the top of the library home page find the book College Study Skills: Becoming a Strategic
Learner. What deck is this book located on? What is the call #? Is it available? Note: your library instructor may
have a computer for you to do this on, or you can use a library computer, laptop, smartphone, etc.
Area 3: 2nd Floor
Name:_________________________________ Team:_________________________________________
1. You have just clicked print on one of the library computers. What are the next steps for obtaining your
document?
2. What is the room number for the writing center, and what date does it open?
3. Locate office 209F. Whose office is this?
4. Find the graphic novels and bring one back to your library instructor.
5. Using the search tool at the top of the library home page find the book College Study Skills: Becoming a Strategic
Learner. What deck is this book located on? What is the call #? Is it available? Note: your library instructor may
have a computer for you to do this on, or you can use a library computer, laptop, smartphone, etc.
6. Area 4: Decks, 3rd Floor, and Fourth Floor
Name:_________________________________ Team:_________________________________________
1. Enter the decks, and go to Deck 2. Locate the Deck 2 board directly in front of the staircase. You will notice Deck
2 houses books from 305.4- 370.971. Using the “Call numbers…At a Glance” flyer identify three subjects
located on this deck.
2. What specialized collection is located on the 3rd deck of the library?
3. What type of “zone” is the 4th floor of the library?
4. Go to the Young Adult and Children’s Library on the 3rd Floor. In the Non-fiction section, what topic is included
in the call numbers of 629.3-629.45?
Area 4: Decks, 3rd Floor, and Fourth Floor
Name:_________________________________ Team:_________________________________________
1. Enter the decks, and go to Deck 2. Locate the Deck 2 board directly in front of the staircase. You will notice Deck
2 houses books from 305.4- 370.971. Using the “Call numbers…At a Glance” flyer identify three subjects
located on this deck.
2. What specialized collection is located on the 3rd deck of the library?
3. What type of “zone” is the 4th floor of the library?
4. Go to the Young Adult and Children’s Library on the 3rd Floor. In the Non-fiction section, what topic is included
in the call numbers of 629.3-629.45?
Area 4: Decks, 3rd Floor, and Fourth Floor
Name:_________________________________ Team:_________________________________________
1. Enter the decks, and go to Deck 2. Locate the Deck 2 board directly in front of the staircase. You will notice Deck
2 houses books from 305.4- 370.971. Using the “Call numbers…At a Glance” flyer identify three subjects
located on this deck.
2. What specialized collection is located on the 3rd deck of the library?
3. What type of “zone” is the 4th floor of the library?
4. Go to the Young Adult and Children’s Library on the 3rd Floor. In the Non-fiction section, what topic is included
in the call numbers of 629.3-629.45?