Presentation at STLHE conference, 2012.
In this interactive workshop, first, a view of undergraduate students’ information behaviour will be offered, as informed by a librarian’s perspective. The connections between the research process and intrinsic motivation will be discussed, with the aim of exploring best practices for sparking research motivation. In other words: how can students get interested in research, and how does motivation affect their success? Next, key solutions will be discussed, vis-à-vis holistic collaborations between professors and librarians in teaching information skills and designing assignments that motivate students to engage in research tasks.
This presentation was provided by Amanda Wheatley and Sandy Hervieux of McGill University, during the NISO Webinar "Discover and Online Search, Part Two: Personalized Content, Personal Data," which was held on June 19, 2019.
Group X analyzed data using computer software. They discussed several types of software for analyzing qualitative data, including those for coding text, developing theories, and building conceptual networks. The functions to look for include coding, memoing, searching, and displaying data. There is no single best software; the researcher must consider their data, approach, and needs. The document provided examples of research articles that used different software like MS Word, NVivo, and Qualrus to analyze qualitative data.
The New Framework for Information Literacy for Higher EducationTrudi Jacobson
Presented during the Georgia Library Association's Carterette Series Webinar by Craig Gibson and Trudi Jacobson, Engaging with the ACRL Framework for Information Literacy, held online May 6 2015. Webinar recording can be found at https://vimeo.com/georgialibraryassociatio/review/127082500/ea51fb8469
Looking for Information Literacy: Using syllabi to map strategic information ...katherineboss
A presentation from the Evidence Based Library and Information Practice 7 conference, outlining a syllabus analysis project undertaken at the LIU Brooklyn Library.
Cutting the Commute: Assess Authentically and Still Arrive on TimeToni Carter
While the importance of assessment for student learning is widely recognized, instructors are often reluctant to sacrifice valuable class time for this activity. Learn how one university’s library instruction program is using in-class student worksheets and other hands-on activities to integrate authentic assessment into classroom instruction. By applying rubrics to active learning exercises that are already part of the curriculum, instructors gather valuable data about student progress in attaining key information literacy skills. Classroom learning activities and tasks include identifying keywords and developing synonyms for database searches, articulating differences between popular and scholarly sources, and differentiating and locating cited sources.
The document compares and contrasts critical thinking and information literacy. It discusses the theoretical bases and cognitive functions of each, including how they relate to Bloom's taxonomy of learning. Idea analysis software is described that can segregate sentences, identify informative terms, and combine them into idea pairs to facilitate analysis of large amounts of text. Comparison of frequencies and triadic ideas within texts on critical thinking and information literacy show differences in higher cognitive functions addressed. Attributes of the two learning approaches are also contrasted.
This document provides an overview of an integrated information literacy framework. It includes examples of information literacy outcomes mapped to specific course outcomes in biology and English courses. It also outlines recommendations for library instructional objectives, tools, and guides to support achieving both information literacy and course-specific learning outcomes. The framework is intended to help instructors and librarians align information literacy development with core course content in a systematic and scaffolded way.
An overview of the former ACRL Standards and the new draft ACRL Framework for Information Literacy for an audience of digital humanities instructors and librarians
This presentation was provided by Amanda Wheatley and Sandy Hervieux of McGill University, during the NISO Webinar "Discover and Online Search, Part Two: Personalized Content, Personal Data," which was held on June 19, 2019.
Group X analyzed data using computer software. They discussed several types of software for analyzing qualitative data, including those for coding text, developing theories, and building conceptual networks. The functions to look for include coding, memoing, searching, and displaying data. There is no single best software; the researcher must consider their data, approach, and needs. The document provided examples of research articles that used different software like MS Word, NVivo, and Qualrus to analyze qualitative data.
The New Framework for Information Literacy for Higher EducationTrudi Jacobson
Presented during the Georgia Library Association's Carterette Series Webinar by Craig Gibson and Trudi Jacobson, Engaging with the ACRL Framework for Information Literacy, held online May 6 2015. Webinar recording can be found at https://vimeo.com/georgialibraryassociatio/review/127082500/ea51fb8469
Looking for Information Literacy: Using syllabi to map strategic information ...katherineboss
A presentation from the Evidence Based Library and Information Practice 7 conference, outlining a syllabus analysis project undertaken at the LIU Brooklyn Library.
Cutting the Commute: Assess Authentically and Still Arrive on TimeToni Carter
While the importance of assessment for student learning is widely recognized, instructors are often reluctant to sacrifice valuable class time for this activity. Learn how one university’s library instruction program is using in-class student worksheets and other hands-on activities to integrate authentic assessment into classroom instruction. By applying rubrics to active learning exercises that are already part of the curriculum, instructors gather valuable data about student progress in attaining key information literacy skills. Classroom learning activities and tasks include identifying keywords and developing synonyms for database searches, articulating differences between popular and scholarly sources, and differentiating and locating cited sources.
The document compares and contrasts critical thinking and information literacy. It discusses the theoretical bases and cognitive functions of each, including how they relate to Bloom's taxonomy of learning. Idea analysis software is described that can segregate sentences, identify informative terms, and combine them into idea pairs to facilitate analysis of large amounts of text. Comparison of frequencies and triadic ideas within texts on critical thinking and information literacy show differences in higher cognitive functions addressed. Attributes of the two learning approaches are also contrasted.
This document provides an overview of an integrated information literacy framework. It includes examples of information literacy outcomes mapped to specific course outcomes in biology and English courses. It also outlines recommendations for library instructional objectives, tools, and guides to support achieving both information literacy and course-specific learning outcomes. The framework is intended to help instructors and librarians align information literacy development with core course content in a systematic and scaffolded way.
An overview of the former ACRL Standards and the new draft ACRL Framework for Information Literacy for an audience of digital humanities instructors and librarians
This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills. It summarizes 13 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Carol Kuhlthau's ISP model, Big6, Super3, Savvy Seven Research Model, and others. The models outline the different stages students go through when conducting research or searching for information to complete an assignment.
Penyelidikan kualitatif reporting and presenting qd (mrine cove)Edaham Ismail
This document provides an overview of key concepts in qualitative research reporting and writing. It discusses features of qualitative research such as being naturalistic, using descriptive data, focusing on process, and aiming to understand meaning. It also covers components of qualitative research reports such as the introduction, methodology, findings, and discussion sections. The document gives guidance on writing style, presenting data, addressing ethics, and finalizing the report.
The document discusses techniques for information literacy instruction that move beyond traditional database instruction. It proposes a model of "database demolition" that emphasizes higher-order thinking skills and covers the full scope of information literacy standards. Specific techniques are presented, such as flipped classroom, peer teaching, and problem-based learning. The goal is to equip students with practical strategies for academic success by helping them understand research as a complex scholarly conversation and inquiry.
Conforming to Destiny or Adapting to Circumstance: The State of Cataloging in...WiLS
Presented by Bobby Bothmann, Minnesota State University, Mankato for Peer Council 2019 on June 3rd at Madison Public Library in Madison, WI
Budgets, personnel, technology, services, and information-seeking behavior are some of the factors that influence today’s libraries. During this session, we will look at some of the historical technologies, processes, and trends in cataloging and examine how they panned out. We will use that information to identify and discuss current technologies, processes, and trends to see where we might be going and how advocacy might help us change fate.
(Nov 2009) Preparing Future Digital CuratorsCarolyn Hank
The document provides an overview of digital curation curriculum development at the University of North Carolina at Chapel Hill (UNC-CH). It discusses the goals of developing integrated, international, interdisciplinary programs to prepare students for digital curation through education, internships, and practical experiences. It describes two grant-funded projects - the DigCCurr project and the Carolina Digital Curation Fellowship program - that support curriculum development and provide fellows with practical experience opportunities. It also outlines new courses developed at UNC-CH to support digital curation education and shares feedback from students and supervisors about the value of the programs.
2-6-14 ESI Supplemental Webinar: The Data Information Literacy ProjectDuraSpace
The document summarizes a webinar about the past, present, and future of the Data Information Literacy Project. The project aims to identify data literacy skills for different disciplines, build infrastructure for teaching those skills, and develop a toolkit for librarians. Case studies were conducted at 5 universities to determine data needs of students and faculty. Educational programs were developed and a symposium and toolkit are planned next. The project identifies 12 core data literacy competencies and aims to develop standards in this area.
(Nov 2008) Preparing Future Digital CuratorsCarolyn Hank
Event: Practical Applications of Digital Curation Education panel at the Fall 2008 Meeting of the Mid-Atlantic Regional Archives Conference, Silver Spring, MD, November 7, 2008. With Helen R. Tibbo, Sayeed Choudhury, and Kenneth Thibodeau
Data analysis – qualitative data presentation 2Azura Zaki
The document discusses qualitative data analysis techniques such as coding, developing themes from qualitative data, and conducting content analysis. It provides examples of coding processes like developing initial codes and focused coding, as well as summarizing data and identifying themes and relationships across data sources. Qualitative data collection techniques mentioned include observation, interviews, and analyzing documents.
This document summarizes a presentation given at the Innovations in Online Learning 2012 conference in San Antonio, Texas. It discusses how three librarians at the University of Texas at Arlington redesigned their online research guides to better teach information literacy skills to students, especially distance learners. They conducted usability tests on the original guides, found students had difficulties, and redesigned the guides based on principles of web design and models of student information seeking behavior. Further usability tests showed statistically significant decreases in student errors when completing tasks using the redesigned guides.
The document provides guidelines for designing effective e-learning objects and asynchronous instruction. It discusses best practices from sources like the Association of College and Research Libraries (ACRL) and Project Information Literacy. These include establishing learning outcomes, developing content that limits cognitive load, and ensuring accessibility for all students regardless of location. The document then outlines steps for instructional design using the ADDIE model of analysis, design, development, implementation and evaluation. Examples are provided for each step, with a focus on incorporating principles of multimedia learning and usability testing.
The document discusses various methods for assessing libraries, including surveys, questionnaires, focus groups, observation, usability studies, and ROI calculations. It provides examples of assessment tools like LibQUAL+, which uses surveys to measure user perceptions of service quality across three dimensions: affect of service, information control, and library as place. The document emphasizes that assessment is important for strategic planning, decision-making, program evaluation, advocacy, and regular service improvements in libraries.
Action research for_librarians_carl2012srosenblatt
This document provides an overview of an action research workshop for librarians. The workshop aims to teach participants how to incorporate evidence-based research into their practice through action research. It discusses the action research cycle of planning, acting, observing, and reflecting. Participants will learn about generating research questions based on problems in their work, collecting and analyzing both quantitative and qualitative data, and sharing and applying the results to make changes and ask new questions. The workshop involves hands-on activities for participants to analyze sample datasets and plan their own action research projects to investigate issues in their own practice.
This document discusses how libraries can support PhD students through digital and information literacy programs. It begins by noting the diversity of PhD students and their experiences. It then outlines frameworks like the Researcher Development Framework (RDF) that help students develop skills. Libraries can provide training workshops on topics covered by frameworks like information literacy, digital literacy, and social media use. They can also create online resources like graduate virtual research environments that provide training and skill-building tools. Overall, the document advocates for libraries to play an active role in developing PhD students' digital, research, and career skills through both in-person and online programming and resources.
The document discusses requirements for learning analytics based on a lecture and workshop at East China Normal University. It begins with introductions and then outlines the day's plan to discuss definitions of analytics, actors in learning analytics, framework models, and requirements. It emphasizes starting with pedagogy and poses questions about what data is available and how to build trust. Ethical challenges are noted around data protection, privacy, transparency, and purpose. The goal is to use analytics to facilitate learning while avoiding instructivist approaches and stress for learners.
This document discusses how standards relate to curriculum and information literacy. It summarizes that standards define what students should know and be able to do, while curriculum translates the standards into specific lessons, activities, and courses. It also notes that the Common Core emphasizes research, media skills, and integrating technology throughout the curriculum rather than in separate sections. These skills are blended into the writing process through teaching information literacy.
E-Resources and Information Literacy: A Working Sessionsdarbandi
This document outlines the agenda for a working session on e-resources and information literacy. The session will introduce Credo Reference and Libraries Thriving services and have group discussions. It will also cover getting the most out of Credo Reference and new features. Three studies on information literacy challenges students face are summarized. The value of academic libraries is discussed based on an ACRL report. Suggestions are provided for the print to digital transition, curriculum alignment, faculty collaboration, technology trends, and assessment. Case studies model collaboration between libraries and other campus partners.
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
This presentation was provided by Martha Kyrillidou of QualityMetrics LLC and served as the full slide deck throughout the course of our Fall training series "Research Methods and Tools." The program was held from October 11, 2022 - December 13, 2022.
This document provides an overview of resources for understanding academic conversations on the topic of the Arab-Israeli conflict. It discusses how to evaluate information sources, find relevant information, and join scholarly discussions. Key resources highlighted include course materials, reference works, country profiles, journals, article databases, and guides for students. The document emphasizes that academic work requires using the right tools and reading sources critically. It encourages seeking guidance from libraries, librarians, professors, and teaching assistants.
The document provides an overview of research tips and resources for a class on contentious politics. It discusses shaping a research topic, deciding whether and how to cite sources, understanding information timelines, key resources to use, and search tips. Mapping tools, selecting compelling topics, reading what others have discussed, and tools for joining academic conversations are addressed. Evaluating sources based on currency, reliability, authorship and purpose is also covered. The document recommends databases and notes that high-quality research requires digging and creative thinking.
More Related Content
Similar to Blurring boundaries to spark motivation: collaborative approaches to teaching research skills
This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills. It summarizes 13 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Carol Kuhlthau's ISP model, Big6, Super3, Savvy Seven Research Model, and others. The models outline the different stages students go through when conducting research or searching for information to complete an assignment.
Penyelidikan kualitatif reporting and presenting qd (mrine cove)Edaham Ismail
This document provides an overview of key concepts in qualitative research reporting and writing. It discusses features of qualitative research such as being naturalistic, using descriptive data, focusing on process, and aiming to understand meaning. It also covers components of qualitative research reports such as the introduction, methodology, findings, and discussion sections. The document gives guidance on writing style, presenting data, addressing ethics, and finalizing the report.
The document discusses techniques for information literacy instruction that move beyond traditional database instruction. It proposes a model of "database demolition" that emphasizes higher-order thinking skills and covers the full scope of information literacy standards. Specific techniques are presented, such as flipped classroom, peer teaching, and problem-based learning. The goal is to equip students with practical strategies for academic success by helping them understand research as a complex scholarly conversation and inquiry.
Conforming to Destiny or Adapting to Circumstance: The State of Cataloging in...WiLS
Presented by Bobby Bothmann, Minnesota State University, Mankato for Peer Council 2019 on June 3rd at Madison Public Library in Madison, WI
Budgets, personnel, technology, services, and information-seeking behavior are some of the factors that influence today’s libraries. During this session, we will look at some of the historical technologies, processes, and trends in cataloging and examine how they panned out. We will use that information to identify and discuss current technologies, processes, and trends to see where we might be going and how advocacy might help us change fate.
(Nov 2009) Preparing Future Digital CuratorsCarolyn Hank
The document provides an overview of digital curation curriculum development at the University of North Carolina at Chapel Hill (UNC-CH). It discusses the goals of developing integrated, international, interdisciplinary programs to prepare students for digital curation through education, internships, and practical experiences. It describes two grant-funded projects - the DigCCurr project and the Carolina Digital Curation Fellowship program - that support curriculum development and provide fellows with practical experience opportunities. It also outlines new courses developed at UNC-CH to support digital curation education and shares feedback from students and supervisors about the value of the programs.
2-6-14 ESI Supplemental Webinar: The Data Information Literacy ProjectDuraSpace
The document summarizes a webinar about the past, present, and future of the Data Information Literacy Project. The project aims to identify data literacy skills for different disciplines, build infrastructure for teaching those skills, and develop a toolkit for librarians. Case studies were conducted at 5 universities to determine data needs of students and faculty. Educational programs were developed and a symposium and toolkit are planned next. The project identifies 12 core data literacy competencies and aims to develop standards in this area.
(Nov 2008) Preparing Future Digital CuratorsCarolyn Hank
Event: Practical Applications of Digital Curation Education panel at the Fall 2008 Meeting of the Mid-Atlantic Regional Archives Conference, Silver Spring, MD, November 7, 2008. With Helen R. Tibbo, Sayeed Choudhury, and Kenneth Thibodeau
Data analysis – qualitative data presentation 2Azura Zaki
The document discusses qualitative data analysis techniques such as coding, developing themes from qualitative data, and conducting content analysis. It provides examples of coding processes like developing initial codes and focused coding, as well as summarizing data and identifying themes and relationships across data sources. Qualitative data collection techniques mentioned include observation, interviews, and analyzing documents.
This document summarizes a presentation given at the Innovations in Online Learning 2012 conference in San Antonio, Texas. It discusses how three librarians at the University of Texas at Arlington redesigned their online research guides to better teach information literacy skills to students, especially distance learners. They conducted usability tests on the original guides, found students had difficulties, and redesigned the guides based on principles of web design and models of student information seeking behavior. Further usability tests showed statistically significant decreases in student errors when completing tasks using the redesigned guides.
The document provides guidelines for designing effective e-learning objects and asynchronous instruction. It discusses best practices from sources like the Association of College and Research Libraries (ACRL) and Project Information Literacy. These include establishing learning outcomes, developing content that limits cognitive load, and ensuring accessibility for all students regardless of location. The document then outlines steps for instructional design using the ADDIE model of analysis, design, development, implementation and evaluation. Examples are provided for each step, with a focus on incorporating principles of multimedia learning and usability testing.
The document discusses various methods for assessing libraries, including surveys, questionnaires, focus groups, observation, usability studies, and ROI calculations. It provides examples of assessment tools like LibQUAL+, which uses surveys to measure user perceptions of service quality across three dimensions: affect of service, information control, and library as place. The document emphasizes that assessment is important for strategic planning, decision-making, program evaluation, advocacy, and regular service improvements in libraries.
Action research for_librarians_carl2012srosenblatt
This document provides an overview of an action research workshop for librarians. The workshop aims to teach participants how to incorporate evidence-based research into their practice through action research. It discusses the action research cycle of planning, acting, observing, and reflecting. Participants will learn about generating research questions based on problems in their work, collecting and analyzing both quantitative and qualitative data, and sharing and applying the results to make changes and ask new questions. The workshop involves hands-on activities for participants to analyze sample datasets and plan their own action research projects to investigate issues in their own practice.
This document discusses how libraries can support PhD students through digital and information literacy programs. It begins by noting the diversity of PhD students and their experiences. It then outlines frameworks like the Researcher Development Framework (RDF) that help students develop skills. Libraries can provide training workshops on topics covered by frameworks like information literacy, digital literacy, and social media use. They can also create online resources like graduate virtual research environments that provide training and skill-building tools. Overall, the document advocates for libraries to play an active role in developing PhD students' digital, research, and career skills through both in-person and online programming and resources.
The document discusses requirements for learning analytics based on a lecture and workshop at East China Normal University. It begins with introductions and then outlines the day's plan to discuss definitions of analytics, actors in learning analytics, framework models, and requirements. It emphasizes starting with pedagogy and poses questions about what data is available and how to build trust. Ethical challenges are noted around data protection, privacy, transparency, and purpose. The goal is to use analytics to facilitate learning while avoiding instructivist approaches and stress for learners.
This document discusses how standards relate to curriculum and information literacy. It summarizes that standards define what students should know and be able to do, while curriculum translates the standards into specific lessons, activities, and courses. It also notes that the Common Core emphasizes research, media skills, and integrating technology throughout the curriculum rather than in separate sections. These skills are blended into the writing process through teaching information literacy.
E-Resources and Information Literacy: A Working Sessionsdarbandi
This document outlines the agenda for a working session on e-resources and information literacy. The session will introduce Credo Reference and Libraries Thriving services and have group discussions. It will also cover getting the most out of Credo Reference and new features. Three studies on information literacy challenges students face are summarized. The value of academic libraries is discussed based on an ACRL report. Suggestions are provided for the print to digital transition, curriculum alignment, faculty collaboration, technology trends, and assessment. Case studies model collaboration between libraries and other campus partners.
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
This presentation was provided by Martha Kyrillidou of QualityMetrics LLC and served as the full slide deck throughout the course of our Fall training series "Research Methods and Tools." The program was held from October 11, 2022 - December 13, 2022.
Similar to Blurring boundaries to spark motivation: collaborative approaches to teaching research skills (20)
This document provides an overview of resources for understanding academic conversations on the topic of the Arab-Israeli conflict. It discusses how to evaluate information sources, find relevant information, and join scholarly discussions. Key resources highlighted include course materials, reference works, country profiles, journals, article databases, and guides for students. The document emphasizes that academic work requires using the right tools and reading sources critically. It encourages seeking guidance from libraries, librarians, professors, and teaching assistants.
The document provides an overview of research tips and resources for a class on contentious politics. It discusses shaping a research topic, deciding whether and how to cite sources, understanding information timelines, key resources to use, and search tips. Mapping tools, selecting compelling topics, reading what others have discussed, and tools for joining academic conversations are addressed. Evaluating sources based on currency, reliability, authorship and purpose is also covered. The document recommends databases and notes that high-quality research requires digging and creative thinking.
This document provides guidance to students on academic integrity and proper research practices, including evaluating sources, avoiding plagiarism, citing sources, and maintaining high standards of scholarship. It discusses evaluating sources based on currency, reliability, authority and purpose. It also explains what constitutes plagiarism and the importance of properly citing sources through practices like paraphrasing, quoting and including references. Students are encouraged to ask for help if they have any questions about these topics.
This document provides research tips and resources for a POLI 378 course on the Canadian Judicial Process. It outlines the information flow for academic research, how to evaluate sources, and where to find different types of sources. The document suggests using library databases to find peer-reviewed journal articles, consulting subject guides, and using interlibrary loan if articles are not available online. It also provides tips for finding government information through targeted searches or browsing relevant government websites. Office hours are provided for asking research questions.
The document provides information about using social media for job searching. It discusses how employers use sites like LinkedIn and Facebook to research candidates, and the importance of crafting a professional online presence. The summary recommends using social networks to make contacts, microblogging to share updates, and having an online identity that is consistent with how you present yourself in person. It cautions that complete personal information should not be posted publicly and that privacy settings need attention.
This document provides an overview of resources for researching and writing a paper on the topic of American foreign policy. It discusses selecting an appropriate information source, such as a scholarly journal article, for an assignment. It also covers evaluating the messages and perspectives of different information sources. The document recommends databases and other tools for finding relevant publications and emphasizes choosing sources that are appropriate for academic analysis.
This document summarizes a research workshop held at a library. It outlines the library's resources for research including databases, books, articles, computers and study spaces. It provides tips for effective searching and defines academic integrity and plagiarism. Students are encouraged to ask librarians for help with their research.
This document provides an overview of library services and resources available to students at McGill University. It outlines various ways the library can help students find information, including through library services, the course guide, online databases, and asking a librarian for assistance. Students can borrow books, DVDs, and other materials from the library's large collection. The library also offers study spaces, computers, printing and copying services. Overall, the document aims to educate students on how to best utilize the McGill library to support their academic needs.
The document provides an overview of library resources for students starting research. It discusses how the library can help with critical thinking, information fluency, open access, copyright and the semantic web. It also covers starting research, avoiding plagiarism, citing sources in MLA format, and evaluating information. Key resources mentioned include asking a librarian for help, the McGill library website, and the Purdue OWL for MLA guides. The takeaway message is to go beyond just Google for research, utilize library materials and librarians, properly cite sources, and evaluate the information found.
The document summarizes a library research workshop for political science graduate students. It outlines the services offered by the liaison librarian, including consultations, classroom presentations, and subject guides. It then provides an overview of the workshop agenda which includes planning a research strategy, selecting retrieval tools, searching databases and the library catalog. Finally, it discusses different information types and sources and how to search for and access various materials.
This document provides library research tips for a POLI 319 Politics of Latin America course. It outlines how students can find different types of research materials like journal articles, books, and news articles. It also discusses how to evaluate information sources and provides tips on searching the library catalog and databases. The liaison librarian is available for help by phone, email, chat, or in person and can assist students with finding information and materials.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Blurring boundaries to spark motivation: collaborative approaches to teaching research skills
1. Blurring boundaries to spark motivation:
collaborative approaches to teaching research skills
Megan Fitzgibbons
Liaison Librarian
McGill University
June 21, 2012
10. Imagine you’re a 2nd year undergrad student…
…who has to write a paper about any topic in
American politics.
Take 5 minutes and draw the process.
What does the process look like?
What are your actions and decision-making points?
10
11. Information seeking behaviour
Data from:
Ishimura, Yusuke.
“Integrating information behaviour and
information literacy during academic tasks: A
comparative study of Japanese and Canadian
undergraduate students in a Canadian university.”
Doctoral research in progress at McGill University.
11
17. Assignment topics · Previously studied content
· Seeking originality
· Professor’s viewpoints
· Data availability
Decide topic Discussion with a doctoral student
· Thinking about data combination
Data search/collection
Keywords:
Carbon, emission, vehicle, public
transportation, hybrid car,
Google Scholar transition, long-term, global
warming, ガソリン価格, プリウス
etc
Reading
Iterative process
Outline
Making outline Data analysis Making hypothesis
submission
17
18. Iterative process
Outline
Making outline Data analysis Making hypothesis
submission
Advice from a
classmate
Finding backup information
Keywords:
Google Scholar Public transportation, vehicle, carbon,
carbon emission
Reading
Writing
Submission
18
20. “Ethnographic” studies of info behaviour
• Project Information Literacy
• Studying Students (University of Rochester)
• Ethnographic Research in Illinois Academic
Libraries (ERIAL) Project
20
24. In comparison with experts, students lack:
• Subject knowledge
• Technical abilities in retrieving information
• Understanding of how information is organized
• Experience with the research process…
…..it can be emotional!
24
28. Definition of information literacy (IL)
Information literate people are defined as those
who “know how to find, evaluate, and use
information effectively to solve a particular
problem or make a decision.”
(American Library Association)
Source: American Library Association (1989). Presidential committee on information literacy: Final report. 28
Retrieved from http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.cfm
29. Competency Standards for Higher Education
• Created by the Association of College & Research Libraries
• Consist of criteria defining
Standard #1
information literacy skills Know
• Have been adapted for Standard #5 Standard #2
Ethics Access
subject-specific contexts
Standard #4 Standard #3
Use Evaluate
29
30. Hierarchy of ACRL Competency Standards
ACRL IL
Standards
Standard #1 Standard #2 ......
Performance Performance Performance Performance
indicator indicator indicator indicator
Outcome Outcome Outcome Outcome
Outcome Outcome Outcome Outcome
30
31. IL Standard #1
Standard #1:
The information literate student determines the nature and extent
of the information needed
Performance Indicators:
• The information literate student defines and articulates the need for
information
• The information literate student identifies a variety of types &
formats of potential sources for information
• The information literate student considers the costs & benefits of
acquiring the needed information
• The information literate student reevaluates the nature & extent of
the information need
31
32. IL Standard #1
Standard #1:
The information literate student determines the nature and extent
of the information needed
Outcomes:
• Develops a thesis statement and formulates questions based on the
information need
• Defines or modifies the information need to achieve a manageable
focus
• Identifies the value & differences of potential resources in a variety
of formats (e.g., multimedia, database, website, data, book)
• Identifies the purpose & audience of potential resources (e.g.,
popular vs. scholarly, current vs. historical)
• Defines a realistic overall plan and timeline to acquire the needed
32
information
33. Why standards?
Ideal
state of
IL skills
Actual
state of
IL skills
33
37. Sample assignment to critique
One 10-15 page term paper, which should explore in depth some issues
central to the course. Paper topics will not be assigned, but it is important that
you choose a paper topic appropriate for the course and your interests.
Students are expected to do original work and demonstrate the ability to
research, understand, and write about American politics.
Style: The paper should clearly address a research question and must include
proper citations. A proper bibliography must be attached. Provide the
background information that is pertinent to understand your arguments, but
not other information.
Academic integrity: McGill University values academic integrity. Therefore, all
students must understand the meaning and consequences of cheating,
plagiarism, and other academic offenses under the code of student conduct and
disciplinary procedures (see http://www.mcgill.ca/integrity for more
information)
Assistance: Students can get advice on how to proceed on the assignment
during the instructor’s office hours. A presentation on how to use library
resources will be held on January 8.
Deadline: April 12
37
38. (Re-)design an assignment
1. What hurdles might students face with this
assignment?
2. How might the assignment be broken down or
redesigned to improve student motivation in
the face of these hurdles?
3. Which specific information literacy skills can
be promoted with the assignment?
38
45. Rubrics for assessing skills
Source: Oakleaf, M. (2009). The information literacy instruction assessment cycle: A guide for increasing student learning and improving librarian instructional skills. 45
Journal of Documentation, 65(4), 539-560.
49. Photo credits
• Slide 2: Binary flow By adrenalin http://www.flickr.com/photos/adrenalin/4250667/ License:
Attribution-NonCommercial-NoDerivs 2.0 Generic
• Slide 3: Stick figure in peril By IndiepoprockJesse http://www.flickr.com/photos/
indiepoprockjesse/266239576/in/photostream Attribution-NonCommercial 2.0 Generic (CC
BY-NC 2.0)
• Slide 7: An unhealthy relationship http://www.flickr.com/photos/31001240@N00/
516902570/ by baking_in_pearls Attribution-NonCommercial-NoDerivs 2.0 Generic
• Slide 20: Map by dunechaser http://www.flickr.com/photos/12426416@N00/1721982928/
License: Attribution-Noncommercial-Share Alike 2.0 Generic
• Slide 23: Hurdle by By n.kuzma http://www.flickr.com/photos/nickuzma/2538576359/
in/photostream/ License: Attribution-NonCommercial 2.0 Generic
• Slide 35: “SPNP #52” by By J_P_D http://www.flickr.com/photos/j_p_d/6178848605/ License:
Attribution-NonCommercial-NoDerivs 2.0 Generic
• Slide 47: Sharing the Popsicle by The Facey Family http://www.flickr.com/photos/
44124461706@N01/2384239540. License: Attribution-Noncommercial-Share Alike 2.0
Generic
• Slide 48: Riced out by dslrninja. http://www.flickr.com/photos/65694461@N00/350982990/
License: Attribution 2.0 Generic
49
50. References and further resources
Understanding students’ information behaviour
• Ethnographic Research in Illinois Academic Libraries (ERIAL) Project:
http://www.erialproject.org
• Foster, N. F., & Gibbons, S. L. (2007). Studying students: The undergraduate research
project at the University of Rochester. Association of College & Research Libraries.
https://urresearch.rochester.edu/institutionalPublicationPublicView.action?institutional
ItemId=7044
• Holman, L. (2011). Millennial students’ mental models of search: Implications for
academic librarians and database developers. The Journal of Academic Librarianship,
37(1), 19–27. doi:10.1016/j.acalib.2010.10.003
• Ishimura, Y. Integrating information behaviour and information literacy during
academic tasks: A comparative study of Japanese and Canadian undergraduate
students in a Canadian university. Doctoral dissertation in progress at McGill
University.
• Kuhlthau, C. (1993). Seeking meaning: A process approach to library and information
services. Norwood, NJ: Ablex, 1993.
50
51. References and further resources
Understanding students’ information behaviour (con’t)
• Leckie, G. J. (1996). Desperately seeking citations: Uncovering faculty assumptions
about the undergraduate research process. The Journal of Academic Librarianship,
22(3), 201–208. doi:10.1016/S0099-1333(96)90059-2
• Lee, H.-L. (2008). Information structures and undergraduate students. The Journal of
Academic Librarianship, 34(3), 211–219. doi:10.1016/j.acalib.2008.03.004
• Pencek, B., Nelson, S., & Brians, C. L. (2009). What students tell us about doing
research: Information literacy assessment as pedagogy. SSRN eLibrary. Retrieved from
http://papers.ssrn.com/Sol3/papers.cfm?abstract_id=1450021
• Pennanen, M., & Vakkari, P. (2003). Students’ conceptual structure, search process, and
outcome while preparing a research proposal: a longitudinal case study. Journal of the
American Society for Information Science and Technology, 54(8), 759–770.
• Project Information Literacy: http://projectinfolit.org
51
52. References and further resources
Motivation and information skills
• Head, A.J. & Eisenberg, M.B. (2010). Assigning inquiry: How handouts for research
assignments guide today's college students. Project Information Literacy Progress
Report: http://projectinfolit.org/publications/
• Kyndt, E., Dochy, F., Struyven, K., & Cascallar, E. (2011). The direct and indirect effect of
motivation for learning on students’ approaches to learning through the perceptions
of workload and task complexity. Higher Education Research & Development, 30(2),
135–150. doi:10.1080/07294360.2010.501329
• Shenton, A. K., & Fitzgibbons, M. (2010). Making information literacy relevant. Library
Review, 59(3), 165–174.
• Small, R. V. (2006). Designing motivation into library and information skills instruction.
Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/
volume11998slmqo/small
• Weimer, M. (n.d.). Shining a light on your assignments. Faculty Focus. Retrieved from
http://www.facultyfocus.com/articles/teaching-professor-blog/shining-a-light-on-
your-assignments/
52
53. References and further resources
Instructor-librarian collaboration
• Ford, M., & Williams, C. (2002). Research and writing in sociology. Public Services
Quarterly, 1(3), 37–49. doi:10.1300/J295v01n03_05
• Germain, C. A., & Bernnard, D. (2004). Empowering students II: Teaching information
literacy concepts with hands-on and minds-on activities. Pittsburgh, PA: Library
Instruction Publications.
• Harrington, J. (2011). Alternatives to the term paper: Creative assignments that
develop information literacy skills. Teaching Innovation Projects, 1(1). Retrieved from
http://ir.lib.uwo.ca/tips/vol1/iss1/5
• Jacobson, T., & Mackey, T. P. (2007). Information literacy collaborations that work. New
York: Neal-Schuman Publishers.
• Scheepers, M. D., De Boer, A. L., Bothma, T. J. ., & Du Toit, P. H. (2011). A mental model
for successful inter-disciplinary collaboration in curriculum innovation for information
literacy. Retrieved from http://137.215.9.22/bitstream/handle/2263/17259/
Scheepers_Mental(2011).pdf?sequence=1
• Stein, L. L., & Lamb, J. M. (1998). Not just another BI: Faculty-librarian collaboration to
guide students through the research process. Research Strategies, 16(1), 29–39.
doi:10.1016/S0734-3310(98)90004-0 53
54. References and further resources
Library guides for assignment design
• Alternatives to the Research Paper, University of Texas at Austin Libraries:
http://www.lib.utexas.edu/signaturecourses/tags/779
• Assignment Ideas that Develop Information Literacy Skills, University of Arizona
Libraries: http://www.library.arizona.edu/services/for-faculty-instructors/assignment-
ideas-that-develop-information-literacy-skills
• Designing Research Assignments, Leddy Library, University of Windsor:
http://web4.uwindsor.ca/units/leddy/leddy.nsf/DesigningResearchAssignments!OpenF
orm
• Education/Assignment Design, Wikimedia Outreach:
http://outreach.wikimedia.org/wiki/Education/Assignment_Design
• Guidelines for Creating Effective Library Assignments, California State University San
Marcos: https://biblio.csusm.edu/ilp/effective-library-assignments
• Ideas for Library/Information Assignments, Memorial University Libraries:
http://www.library.mun.ca/qeii/instruction/assignment_ideas.php
• Tips for Creating Good Research Assignments, University of Louisville:
http://louisville.edu/library/infoliteracy/tips-for-creating-good-research-
assignments.html 54
55. References and further resources
Assessment
• Coco, P., & McClure, H. (2011). Research guidance rubric for assignment design.
Retrieved from http://gvsu.edu/library/research-guidance-rubric-for-assignment-
design-175.htm
• Information Literacy Rubrics. Lorain County Community College: http://www.
lorainccc.edu/Library/Library+Services/Services+for+Faculty/IL+Rubrics.htm
• Oakleaf, M. (2009). The information literacy instruction assessment cycle: A guide for
increasing student learning and improving librarian instructional skills. Journal of
Documentation, 65(4), 539-560.
• Rubric Assessment of Information Literacy Skills (RAILS) Project:
http://railsontrack.info/rubrics.aspx
Information Literacy Standards
• Association of College and Research Libraries. (2000). Information Literacy
Competency Standards for Higher Education. ACRL. http://www.ala.org/acrl/
standards/informationliteracycompetency
• Information literacy in the disciplines (ACRL): http://www.ala.org/acrl/standards 55