Presentation at the NOLA ILC Forum 2013 about a successful collaboration with a sociology professor using library materials to enhance and reinforce a lesson on content analysis research methods. The session included a homework assignment to refresh past skills, discussion of scholarly uses of content analysis in the published literature, and a hands-on experience applying content analysis to selected "analog" (i.e. print) information sources at the library. This approach could be adapted to a range of information literacy learning objectives, especially those involving the use of primary source materials in libraries and archives.
Presentation at the NOLA ILC Forum 2013 about a successful collaboration with a sociology professor using library materials to enhance and reinforce a lesson on content analysis research methods. The session included a homework assignment to refresh past skills, discussion of scholarly uses of content analysis in the published literature, and a hands-on experience applying content analysis to selected "analog" (i.e. print) information sources at the library. This approach could be adapted to a range of information literacy learning objectives, especially those involving the use of primary source materials in libraries and archives.
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 ...
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 ...
Pupils are enabled to decide themselves on which topics they want to conduct research. By researching themselves, the children acquire methodological competencies that enable them to learn independently about specific contents, interacting with different media and by organising themselves in small project groups while supporting and teaching each other. Posters and models are developed, and experiments and tests are conducted continuously. In presentation slots that are regularly scheduled the children present their findings. In addition, they repeat important learning contents and aspects of their research. Teachers accompany the children during these autonomous learning situations.
INQUIRY UNPACKED An Introduction toInquiry-Based LearningB.docxcarliotwaycave
INQUIRY UNPACKED An Introduction to
Inquiry-Based Learning
By Barbara A. Jansen
"Inquire, think critically, and gain knowledge."
"Plan strategies to guide inquiry."
As our national educational organizations'
standards evolve from students mastering
discrete skills to demonstrating broad learning
behaviors, often referred to as 21st century
learning skills, pedagogy is slowly shifting from
teacher- and textbook-centered dissemination
of facts and information to student-centered
construction of learning and knowledge. In
this environment, students use a wide range
of resources to collaborate with others to solve
authentic problems by thinking critically, actively
create content, and communicate with a wide
audience. The Partnership for 21st Century
Skills succinctly categorizes these participatory
skills into the four Cs: "critical thinking and
problem solving, collaboration, communication,
and creativity and innovation" (P21 mission
statement). Both the American Association of
School Librarians (AASL) and the International
Society for Technology in Education's (ISTE)
1 0 Library Media Connection ® i
"The inquiry process is not linear but occurs
as a cyclical series of actions or events."
National Educational Technology Standards for
Students 2007 call for students to use an inquiry
approach when engaged in the research process.
The AASL standards refer to inquiry seven times,
including having students "inquire, think critically,
gain knowledge, " and to "follow an inquiry-
based process in seeking knowledge in curricular
subjects, . . ." and "continue an inquiry-based
research process by applying critical-thinking skills
. . ." in addition to "conclud[ing] an inquiry-based
research process . . ." (AASL). ISTE standards call
tor students to "plan strategies to guide inquiry"
("NETS for Students").
But what does it look like for a student to be
engaged in inquiry? What is inquiry-based
research, commonly referred to as inquiry-based
learning or "guided inquiry" (Kuhlthau, Maniotcs,
and Caspari)? A recent post on the AASL email
forum underscores the confusion that school
librarians and educators in general have about
inquiry. A librarian questioned the use of the term
"inquiry-based project" in the standards in lieu
of "research project" and considered whether she
should teach her students the meaning of inquiry.
A search for "inquiry-based research" on Google
results in 102,000 links. "Inquiry-based learning"
returns over 151,000 links. A search for "inquiry-
based learning" offers 101 titles on Amazon.com,
over 8,400 results on Google Books, over 9,760
results on Google Scholar, and over 52,000,000
results on Bing.
March/April 2011
NOT TO BE MISSED READING AND
VIEWING FOR SCHOOL LIBRARIANS
Kuhlthau, Carol C, Leslie K. Maniotes,
and Ann K. Caspari. Guided Inquiry:
Learning in the 21st Century. Libraries
Unlimited, 2007.
Rheingold, Howard. "Librarian 2.0:
Buffy J. Hamilton." Digital LM Central.
MacArthur Foundation, 3 May 2010.
W ...
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This Grade 2 arts-integrated lesson plan teaches students to use a visible thinking protocol to discover differences and similarities between old and modern artifacts. The lesson includes extension activities and rubrics.
Plagiarism and AI tools: an example of linking information- and digital liter...
Brooks - Paper chains and octopuses (poster)
1. Paper chains and octopuses: an activities-based information skills session
This session was delivered to second year occupational
therapy students at Sheffield Hallam University. It used
activities to reintroduce them to search skills and Learning
Centre resources in an engaging and light-hearted way.
constructidentify
key resources guides and databases
The learning outcomes were that they should be able to:
access subject
"When teaching design starts from a foundation of
learning outcomes, it is easier to focus on how students
will apply what they learn….and to
incorporate active learning into courses and
sessions." SCONUL 2004
Tell me and I'll forget.
Show me and I'll remember.
Involve me and I'll understand.
CHINESE PROVERB
a search strategy
Introduction & Activity 1
Learners fill in cards with contact details and a
question they would like answered about Learning
Centre resources.
Activity 2: Bingo
In pairs, learners write down one example of a type of information
they could use for their next assignment in each of the four
squares of a bingo grid. The first to get a "full house" when the
teacher calls examples yells BINGO and wins a prize.
Sequence of activities
Activity 3: Library resources advent calendar Activity 4: Octopus Activity 5: Search strategy paper chain
Conclusion
Q&A (including those from Activity 1 if time).
Feedback
References
LORENZEN, M. (2001). Active learning and library instruction. Illinois libraries, 83 (2), 19-24.A
PETTY, G. (2004). Active learning works. [online]. Last accessed 22 February 2013 at: http://www.geoffpetty.com/activelearning.html
SCONUL (2004). Learning outcomes and information literacy. [online]. Last accessed 16 January 2013 at: http://www.sconul.ac.uk/
WALSH, A. and INALA, P. (2010). Active learning techniques for librarians: practical examples. Oxford, Chandos.
Introduction & Activity 1
Learners fill in cards with contact details and a
question they would like answered about Learning
Centre resources.
Activity 2: Bingo
In pairs, learners write down one example of a type of information
they could use for their next assignment in each of the four
squares of a bingo grid. The first to get a "full house" when the
teacher calls examples yells BINGO and wins a prize.
Conclusion
Q&A (including those from Activity 1 if time).
Feedback (learners filled in forms)
Learners work in small groups to access and explore the
Sheffield Hallam Library Gateway, then place descriptive
stickers behind the cut-out doors on a paper facsimile ,
decorate it with glitter pens and stick stars on the
resources they will find most useful for their assignment.
Next they access information about the databases in the
Occupational Therapy subject guide on the Library Gateway,
then read the descriptions on the octopus' tentacles and write
the names of the databases on the correct flags.
Alzheimers
OR
Alzheimer's Disease
AND
elderly
OR
Aged
Using the thesaurus headings in an appropriate
database, learners create chains from coloured
paper strips representing a search strategy for
the topic:
ALZHEIMERS AND THE ELDERLY
Completed chains should contain at least:
2 concepts
1 keyword + 1 database heading per concept
2 ORs joining keyword and database heading
1 AND joining 2 concepts, e.g.
Useful resources
EASTWOOD, L. et al. (2009). A toolkit for creative
teaching in post-compulsory education.
Maidenhead, Open University Press.
GINNIS, P. (2002). The teacher's toolkit.
Carmarthen, Crown House.
WALSH, A. and INALA, P. (2010). Active learning
techniques for librarians: practical examples.
Oxford, Chandos.
For a Bingo game example & instructions please go to
http://humbox.ac.uk/ and search for "French
Revolution Bingo".
Interactivity in library sessions can help:
learners practice and retain new skills
librarians assess learning and give on-the-
spot feedback
make learning fun!
WALSH AND INALA (2010)
Feedback
14/22 learners said they liked the activities.
Feedback included comments such as:
"[Keep doing] the activities because it makes it
more interesting and fun"
"Keep it fun and interactive"
"Fantastic, practical session"