Information literacy is a key skill that allows individuals to find, evaluate, and appropriately use information. It involves understanding how knowledge is organized and located, how to search for information using tools and databases, and how to apply information to solve problems and share knowledge with others. Mastering information literacy ensures an individual is prepared for lifelong learning by enabling them to continually acquire new information and skills.
NATIONAL WORKSHOP ON RESEARCH METHODOLOGY, STATISTICAL
ANALYSIS AND STRESS MANAGEMENT
Organized by: - Panjab University Campus Students Council (PUCSC) in Collaboration With
Centre for Public Health, Panjab University, Chandigarh
Subject Headings & Classification, or, Why librarians don't seem to think lik...Naomi Young
Intended for an undergraduate audience, this is a brief introduction to the principles of organization; an overview of the Library of Congress Classification system (LCC) and the Library of Congress Subject Headings (LCSH); a discussion of some oddities and limitations of those systems and how they have developed. Concludes with an introduction to how to browse leisure reading in an academic library.
Should libraries discontinue using and maintaining controlled subject vocabul...Ryan Scicluna
An assignment discussing the use of Controlled Vocabulary against the ides of social tagging in metadata (Folksonomy). This assignment was part of the requirements for the class: Classification and Subject Indexing for the Diploma in Library in Information Science.
NATIONAL WORKSHOP ON RESEARCH METHODOLOGY, STATISTICAL
ANALYSIS AND STRESS MANAGEMENT
Organized by: - Panjab University Campus Students Council (PUCSC) in Collaboration With
Centre for Public Health, Panjab University, Chandigarh
Subject Headings & Classification, or, Why librarians don't seem to think lik...Naomi Young
Intended for an undergraduate audience, this is a brief introduction to the principles of organization; an overview of the Library of Congress Classification system (LCC) and the Library of Congress Subject Headings (LCSH); a discussion of some oddities and limitations of those systems and how they have developed. Concludes with an introduction to how to browse leisure reading in an academic library.
Should libraries discontinue using and maintaining controlled subject vocabul...Ryan Scicluna
An assignment discussing the use of Controlled Vocabulary against the ides of social tagging in metadata (Folksonomy). This assignment was part of the requirements for the class: Classification and Subject Indexing for the Diploma in Library in Information Science.
Researcher KnowHow session presented by Catherine McManamon, Liaison Librarian at the University of Liverpool Library. Supported by Clair Sharpe, Liaison Librarian.
Prepared and presented by Jessica Gallinger, Systems & Data Librarian, Okanagan College. How faculty can utilize Open Data in their own research and with their classes.
Snakes and Ladders Information Literacy Display - Kelowna Winter 2011
Word doc - information to go in squares on game board
Corresponding pictures can be found in Okanagan College's Flickr channel
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. INFORMATION LITERACY
Definition: Information Literacy is the set of skills needed
to find, retrieve, analyze, and use information
(ACRL, 2012).
“Ultimately, information literate people are those who have
learned how to learn. They know how to learn because they
know how knowledge is organized, how to find
information, and how to use information in such a way that
others can learn from them. They are people prepared for
lifelong learning, because they can always find the information
needed for any task or decision at hand” (ACRL, 2000).
3. OUTLINE
How is Information Organized?
Using Library Resources
Research Skills
Evaluating Academic & Popular Sources
Citation & Academic Integrity
4. THE ORGANIZATION OF INFORMATION
Students need to acquire the ability to find, evaluate, and use information
From a young age people learn how to categorize information as a benefit
to information processing.
Your understanding of how knowledge can be thought of as bodies of
information, organized from broad areas to more specific blocks of
information, will be most useful as you think about choosing, narrowing
and focusing research topics.
Practical application of this knowledge relates to:
Locating databases (A literature database will be under the “English” heading)
Books are grouped on the shelves, LCCS gathers books on similar topics
together
Information can be categorized and analyzed based on who produces it,
who the audience is, whether it is scholarly or popular in nature, the
format it is in, the type of information and more
(Jefferson Community College, 2012)
5. SOURCES: DO THEY MATTER?
Academic sources: Pass through peer review
process. Authoritative and sourced. Objective and
written for academics. Carry more „weight‟.
Popular sources are often related to general interest
and do not require writers to provide research to
support their stories.
6. EXAMPLES OF SOURCES
ACADEMIC POPULAR
SOURCES SOURCES
Newspaper Articles
Academic Journals
Periodicals Magazine Articles
Trade Magazines
Academic Books
Organizational Profiles
Edited Books
Anthologies Media Reports
Conference Proceedings Reports from Other
Organizations
Encyclopedias/Dictionarie
s Websites (usually)
Published Reports Grey Literature
Institutional Reports
Brochures
Press Releases
7. INFORMATION LITERACY:
STEPS TO SUCCESSFUL RESEARCH
Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on sources
Step 5: Citing sources & constructing reference list
8. RESEARCH SKILLS
Step 1: Defining a topic and planning for research
Interpret the research question/assignment, define the information need
Look for command words
Directing words that tell you what to do. i.e. Evaluate, discuss, comment, critique,
analyze
Identify the assignment topic
Area of discussion for the assignment. Take the command word and ask “what?”
after it. I.e. Evaluate “what”?
Develop a focus (select a specific topic)
Area of the topic/assignment you will concentrate on.
In other words, evaluate what, in relation to “what”?
Take your focus and develop a thesis statement
Example: Discuss the impact of rising tuition costs on higher
education
9. INFORMATION LITERACY:
STEPS TO SUCCESSFUL RESEARCH
Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on sources
Step 5: Citing sources & constructing reference list
10. FINDING RESOURCES
“More than 31% of all respondents use Internet
search engines to find answers to their questions.
However, people who use Internet search engines
express frustration because they estimate that half
of their searches are unsuccessful” (OCLC, 2002).
11. USING LIBRARY RESOURCES
Library Catalogue
Find books, e-books, reserves, videos/DVDs, request items from other
campuses, place items on hold, mobile friendly.
OCtopus (library search engine)
Research Databases
Organized by subject, search databases for journal articles, e-books, & more
Electronic Journals Listing
Search for specific journal and search within the title
Research & Course Guides
Created by librarians for students in specific classes or working in certain
subject areas
Reference sources
Dictionaries, encyclopedias, directories found online or in campus reference
collections
Print Journals (Level 3)
12. RESEARCH SKILLS
Step 2: Information seeking strategies
Design your search strategy
Develop a question (brainstorming, concept-mapping)
Identify key words and synonyms Investigative tools
(research guides, other libraries)
Identify central concepts
Locate and gather relevant resources
Identify key databases, catalogue, reference works, etc.
Coverage, disciplines, time periods, publication types, doc
types
Search expressions & Boolean operators (AND, OR, NOT)
Broaden or narrow your research question
Rising tuition costs will negatively impact higher education
because the disparity between students who can and who
cannot afford an education will have broader
consequences for Canadian society.
13. CREATING A SEARCH: BOOLEAN OPERATORS
Functio Search Strategy Definition
n
Narrow AND Retrieves only records that
contain both words
NOT Eliminates material you don't
want. Careful to not lose valuable
info.
Broade OR Retrieves matches for either
n term, more records. Use with
terms with the same meaning.
Wildcard To search variations of a word.
Colo?r Use 1 or more symbols within a
Global (w5) Warming word to replace 1 or more letters
Truncation Use a symbol at the end of a
Using opera* to search word to replace any number of
for operations = opera, operant, operable, etc. letters
Combin Nesting Combine AND and OR in a single
e NO: media AND politics OR election search. Divide your terms into
retrieves records that match "media that also units like an equation.
match politics" OR retrieves records that
match "election.“
YES: media AND (politics OR election)
retrieves records that match media that also
14. NOT
AND OR
Nesting
Truncation
(University of Idaho, 2012)
15. RESEARCH SKILLS
Keyword searching: typically retrieve more information with less
precision
Good for broad or unknown topic areas
Field searching: typically retrieves less information with more
precision
Good when looking for few results or source son specific topics
Includes subject searches, title searches, etc.
Too much information?
Examine irrelevant records in search results
Where did your search term match in search results? (Subject, title, etc.)
Use limiters (Boolean, field searching, database limiters)
Too little information?
Spelling
Eliminate long phrases or natural language
Use alternate terms
Try broadening your terms
16. MORE WAYS TO FIND ARTICLES
Reference list and article citations, bibliographies
Examine the reference lists of resources identified as being
useful, and find other similar resources.
Subject headings in databases & catalogue
Terms used to describe resources, controlled vocabulary, assigned by
indexers
Known authors
Search for other items by same author(s)
Books or resources on similar topics
In-person or virtual „shelf browsing‟
Searching journals directly
More direct and focused than databases
17. OXFORD ENGLISH DICTIONARY
Available in print (REF PE 1625 .O86) & Online:
FIND ARTICLES, or HOMEPAGE ARTICLES
Select subject from drop-down menu, or choose a database by
title
Click title for more information, or CONNECT to access the
resource
Quick & Advanced search: Field and full-text searching
Historical Thesaurus: Allows browsing by topic
18. LIBRARY CATALOGUE
Great starting point!
Use subject headings, call number browsing,
author searches,
Limit by location
Request and renew items
19. LIBRARY DATABASES: ENGLISH
MLA International Bibliography
Literature Resource Center
Oxford Reference Online Premium
Project Muse
JSTOR
Ebrary
Academic Search Premier
OCtopus
20. REFERENCE SOURCES
Oxford English Dictionary
Encyclopedias (print & online)
Choose reference as a limiter in e-resources listing
Examples: Encyclopedia of Canada‟s
Peoples, Encyclopedia of Evolution, Encyclopedia of
Human Rights, Encyclopedia of Sociology, Encyclopedia
of World Cultures
Search library catalogue
21. USING LIBRARY RESOURCES: GET HELP
Library reference desks
Hours vary, phone, email, or in-person
Citation assistance, research help
AskAway
Online, live chat reference service
Open longer hours than library ; Manned by librarians
from post-secondary institutions across BC
Chat boxes on website & within databases
E-mail
Response received within 24 hours Sept – April, typically
daily throughout summer
22. INFORMATION LITERACY:
STEPS TO SUCCESSFUL RESEARCH
Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on sources
Step 5: Citing sources & constructing reference list
24. SOURCES: TRUE OR FALSE?
Wikipedia is considered an academic
source.
False
A book found in an academic library (i.e.
college, university) is an academic
source.
False
25. RESEARCH SKILLS
Step 3: Critical evaluation of information
sources
Critically evaluate information
Criteria and methods of evaluating information
resources
Comprehensiveness, relevance, author, purpose
and audience, accuracy and currency, objectivity
In academia we are looking for sources that are
reliable, accurate, objective, and up-to-date.
26. ACADEMIC SOURCE CHARACTERISTICS
Who wrote it? What are the authors‟ qualifications?
Academic authors are likely to come from a university or institute.
Is there a sponsor, owner, funding agency?
*important for online sources*
Are sources listed?
Reference list, bibliography, citations
Has the item or writing been peer-reviewed?
Editorial board or committee list, or provided instructions
Who is the targeted audience?
Style of writing, advertising, jargon
Is the writing objective?
Free from bias, blatantly one-sided
Who is the publisher?
Academic writing is often published by a university press.
What is the appearance?
Glossy pages, advertisements, graphs, images, photos.
27. EXAMPLES OF SOURCES
ACADEMIC POPULAR
SOURCES SOURCES
Newspaper Articles
Academic Journals
Periodicals Magazine Articles
Trade Magazines
Academic Books
Organizational Profiles
Edited Books
Anthologies Media Reports
Conference Proceedings Reports from Other
Organizations
Encyclopedias/Dictionarie
s Websites (usually)
Published Reports Grey Literature
Institutional Reports
Brochures
Press Releases
28. PERIODICALS
JOURNAL MAGAZINE
Academic, General audience
professional,
Easy reading
technical audience
May use jargon
Many advertisements
In-depth articles Broad coverage, not
usually in-depth
Thorough reference
list Rarely peer-reviewed
Minimal advertising
Peer-reviewed
29. EVALUATING: REPUTABLE SOURCES
Print sources Online Sources
Reliable: Sources that check their Reliable: Sources that check their
facts: footnotes, list of references, facts: Footnotes, references, other
other evidence of research research evidence
Accurate & Objective: Quality Accurate & Objective: Quality
control, editor, editorial board, peer Control, Evidence of peer review,
review author identified
Look for: Extravagant claims, URL (.com vs.
.org), funding agencies
Up-to-date sources: What could Up-to-date sources: Copyright date
have changed about this topic since or indication when page was last
publication updated
In academia we are looking for sources that are
reliable, accurate, objective, and up-to-date.
30. PRIMARY & SECONDARY SOURCES
PRIMARY SECONDARY
SOURCES SOURCES
Original & direct Draw from primary sources
evidence Use evidence from primary
sources
First hand experience May comment on primary
Historical documents, sources
interviews, raw Use primary sources to
experimentY S O U R C E S
data construct argument
TERTIAR
Books or articles that
Compile, index, or organize provide analysis, critique, or
Sources may have analyzed or digest a synthesis from a range of
secondary sources sources
Abstracts, bibliographies, handbooks.
Encyclopedias, indexes, catalogues.
Cage, K. (2011). Identifying academic sources. Massey University. Retrieved July 9, 2012 from
http://owll.massey.ac.nz/academic-writing/identifying-academic-sources.php
31. INFORMATION LITERACY:
STEPS TO SUCCESSFUL RESEARCH
Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on
sources
Step 5: Citing sources & constructing reference list
32. RESEARCH SKILLS
Step 4: Reading, examining, taking notes on sources
Interpret and synthesize information
Examine information source, identify source type
Look at context, methods, results, discussion, etc.
Think critically: ask questions, examine the context (who
did the research, what are the research questions),
research methods used, results, conclusions
Verify accuracy
Use and communicate information
Write objectively (supported by findings, free from influence),
concise, formal (formatting according to style)
33. INFORMATION LITERACY:
STEPS TO SUCCESSFUL RESEARCH
Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on sources
Step 5: Citing sources & constructing reference
list
34. WHY DO WE CITE?
“Scholarly communication is the entire set of activities that
ensure that research and new knowledge can be made
known” (DeFelice, 2009).
Citations demonstrate how you
developed your argument and ideas
from the ideas of others
Citations give credit where credit is
due
Citations give the reader of your work a
path to the sources you used, so
they can investigate those sources if
interested
(Mohanty et al., 2009)
35. Publication (Registration
Creation and Certification) Dissemination
Manuscript & IP Editor
Academic
Publisher Library
Peer
Reviewers
Reformulation
36. ACADEMIC INTEGRITY
If you don’t acknowledge other people’s work, words or
ideas you commit plagiarism
“Penalties for plagiarism serve both to educate students about
standards of scholarship and to deter deception and poor
scholarly practices. Penalties will reflect the seriousness of the
offence; including whether the offence was intentional or
unintentional and whether it was a first or a repeat offence”
(Okanagan College, 2010, Penalties section, para. 1 ).
Okanagan College Academic Offenses regulations and
policies
37. WHAT DO WE CITE?
Direct quotes
Paraphrases
Words or terminology specific to or unique to the
author’s research, theories, or ideas
Use of an author's argument or line of thinking
Historical, statistical, or scientific facts
Graphs, drawings, etc.
Articles or studies you refer to in your work
(Mohanty et al., 2009)
38. BUILDING BLOCKS OF CITATIONS
What is it?
• Journal article
• Book
• Report Building blocks?
• Author(s)
What format? • Publication date
• Print • Title
• Electronic • Publication information
• Format-specific details
(i.e. page numbers, doi)
39. HOW DO WE CITE?
In text citations: citations given in the body of the article,
essay, paper, or assignment.
Example:
(Morgan & Hunt, 1994)
Morgan and Hunt (1994) noted that….
(Morgan and Hunt 50)
(Morgan and Hunt (50) noted that….)
Reference list citations: “provides the information necessary to
identify and retrieve each source” (APA, 2009, p. 180).
Morgan, R. M., & Hunt, S. D. (1994). The commitment-trust theory of relationship
marketing. Journal of Marketing, 58, 20–38. doi: 10.1504/IJMDM.2008.016041
Morgan and Hunt. “The Commitment-trust Theory of Relationship Marketing.”
Journal of Marketing 58.1 (1994): 20-38. Project Muse. Web. 9 July 2012.
40. RESEARCH SKILLS
Step 5: Citing Sources & Reference Lists
Identify elements of citation you will need for each item
Cite your sources as you go!
Try a numerical system for in-text citations
Write key author names with notes
Compile list of database citations as a working
document throughout research process
Formatting rules provided style guides
Reference list, works cited list, versus bibliography
Do not trust MS Word or auto-formatting
41. CITING SOURCES IN ALL STYLES
Reference List vs. Bibliography vs. Works Cited vs.
?
Reference list (aka. Works cited in MLA): Complete list of all sources cited
directly in your work.
Bibliography: All sources used, whether directly cited or not. May include
sources used to generate ideas or gain general knowledge.
Some reference styles will ask for a bibliography in place of a reference
list, some styles will call it a reference list while others may called it a
works cited list. Some instructors may use the term bibliography to mean a
reference list, always check if you are unsure.
Annotated Bibliography: Includes a list of sources as well
as a summary evaluation of each source‟s content and
purpose (approx. 100-250 words) (Cage, 2012).
42. WHAT IS APA?
APA = American Psychological Association
The Publication Manual of the American Psychological Association is a
style manual that provides guidance and standards in:
• research ethics
• the publication process
• article format and presentation
• AND
43. HOW DO WE CITE?
Refer to APA resources to determine citation style.
Publication Manual of the American Psychological
Association
6th ed., second printing
Available at all OC Library campuses; Call no. BF 76.7 .P83 2009
OC Library APA style guide webpage
PDF and HTML versions of most common APA
examples
Links to other APA resources
Important: The APA manual is the definitive source of APA
citation information. If a resource contradicts the manual –
use the manual.
44. WHAT IS MLA?
MLA = Modern Languages Association
The Publication Manual of Modern Languages Association
is a style manual that provides guidance and standards in:
• research ethics
• the publication process
• article format and presentation
• AND
45. HOW DO WE CITE?
Refer to MLA resources to determine citation style.
MLA Handbook for Writers of Research Papers, 7th ed.
Available at all OC Library campuses; Call no. LB 2369 .G53 2009
OC Library MLA style guide
PDF and HTML versions of most common MLA
examples
Links to other MLA resources
Important: The MLA Handbook is the definitive source of MLA
citation information. If a resource contradicts the handbook–
use the handbook.
46. APA VS. MLA
A PA MLA
Double-space and format entries with Double-space and format entries with a
a hanging indent hanging indent
Capitalize only the first letter of the first Capitalize the first, the last and all significant
word in the title and subtitle. Capitalize words of a title and subtitle. Omit initial A, An
proper names. Capitalize all significant or The and subtitles for journals, magazines
words of a journal title and newspapers
Italicize journal titles and volume Italicize titles of larger sources like books or
numbers. Do not italicize issue numbers. journals; use “ “ around titles of sources like
Italicize book and report titles essays or articles which are within larger
Use only the initial(s) of the author’s sources
given name, not the full name, reverse Reverse the author’s name for alphabetizing
all authors' names but otherwise give the author’s name as it
Arrange reference list entries in appears in the source
alphabetical order by the surname of Alphabetize entries by the author’s last
the first author or by title if there is no name or, if there is no author, by the title
author ignoring initial A, An or The or the
For online journal articles retrieved from equivalent in another language
a database, include the DOI or a link to For online journal articles retrieved from a
the journal homepage if no DOI available database include the name of the database
and the word 'web'
47. REMEMBER
Give credit where credit is due
Consult OC Library Citation Style guides
Consult Publication Manual for Your Style
If you are unable to identify a specific example, use an
example that is most like your source
OC Library Research Writing & Citing guide
Ask!
48. REFERENCES
American Library Association. (1989). Presidential Committee on Information Literacy: Final Report. Retrieved
July 9, 2012 from http://www.ala.org/acrl/publications/whitepapers/presidential
Association of College and Research Libraries. (2009). ACRL scholarly communication 101: Starting with the
basics [PowerPoint]. Retrieved from
http://www.acrl.org/ala/mgrps/divs/acrl/issues/scholcomm/docs/SC%20101%20Introduction.ppt
Association of College and Research Libraries. (2012). Introduction to Information Literacy.
http://www.ala.org/acrl/issues/infolit/overview/intro
Association of College and Research Libraries. (2000). Information Literacy Competency Standards for Higher
Education. http://www.ala.org/acrl/standards/informationliteracycompetency
American Psychological Association. (2009). Publication manual of the American Psychological Association.
Washington, DC: Author.
Cage, K. (2012). Reference list vs. bibliography. Retrieved July 9, 2012 from
http://owll.massey.ac.nz/referencing/reference-list-vs-bibliography.php
Jefferson Community College, 2012). Information literacy tutorial. Retrieved July 9, 2012 from
http://sunyjefferson.libguides.com/content.php?pid=127609&sid=1095964
Mohanty , S., Orphanides, A., Rumble, J., Roberts, D., Norberg, L., Vassiliadis, K. (2009). University libraries'
citing information tutorial. Retrieved from http://www.lib.unc.edu /instruct/citations/introduction/
OCLC. (2002). How Academic Librarians Can Influence Students’ Web-Based Information Choices. OCLC White
Paper on the Information Habits of College Students. Retrieved from
http://www5.oclc.org.ezproxy.okanagan.bc.ca/downloads/community/informationhabits.pdf
Okanagan College. (2010). Academic offenses. Retrieved from http://webapps1.okanagan.bc.ca/ok/calendar
/Calendar.aspx?page=AcademicOffenses
University of Alberta. Information literacy at the University of Alberta. Retrieved July 9, 2012 from
http://www.psych.ualberta.ca/~ITL/InfoLit%20v.2.0/index.html
University of Idaho. (2012). Information Literacy Portal: Module 3. Retrieved July 9, 2012 from
http://www.webs.uidaho.edu/info_literacy/modules/module3/3_6.htm
Editor's Notes
Why is it important? Information overload, data smog– too much information can create a barrier in our livesAn IL student is able to: Determine the extent of information neededAccess the needed information effectively and efficientlyEvaluate information and its sources criticallyIncorporate selected information into one’s knowledge baseUse information effectively to accomplish a specific purposeUnderstand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
How does information fit into knowledge? Concept and how relates to everyday experiencesYou are looking for the text of a speech by a politician to clarify his or her position on an issue, you heard about it on the news but want more information. Where can you find the words of the speech? Where can you find the audio? Where can you find other people writing about the politician’s political stance?This requires knowledge of information types, where to find information in different formats (databases), and reviews and articles by different authors
Academic source: Demonstrate that the information you are using has been researched and is information is supported by evidence. Authoritative: identify the qualifications and expertise of the writer. Sourced: credits the origins of information and ideas via reference list or bibliography. Peer-reviewed: other academic or experts in the field have read the source and checked for accuracy, often a panel of referees (journals), or editors (books). Objective: look at topics fairly, does not ignore alternative positions, even if does take a side. Written for academics: target audience usually researchers, students, lecturers, professionals.
Define the information need
Step 1: Planning for research, topic definition, and information types and sourcesExample: Discuss the impact of rising tuition costs on higher education (discus what?)Discus what? Rising tuition, in relation to? Higher education
How are you going to answer your information need?
Who is the sponsor, owner, finding agency? Just because a person’s name is on a site does not mean they wrote the information on the site and does not mean they truly exist
Academic sources consider multiple sources of information to get to the big picture. Relying on evidence, logic, research. That is why outside sources are normally considered more valuable. You still want to present your own position and ideas, but your position should be supported by evidence from other sources. Reflective writing may emphasize personal experience, it depends on the assignment. Printed sources: books and articlesQuality over quantity
Information ethics
Traditional system of scholarly communication….Standing on the shoulders of giants….Intellectual property
Plagiarism is very bad, it is not only using other people’s work and passing it off as your own, but it is also poor scholarly practice. Whether intentional or unintentional, you can still be penalized.
A good rule of thumb is to ask yourself if a knowledgeable reader would be familiar with the information in question. If he or she would have to look it up to confirm it, you should usually document it. If you're not sure, cite it to play it safe.Example: What would you need to cite? Today it is 10 degrees in Kelowna or the Sky is blue.APA advises: “Cite the work of those individuals whose ideas, theories, or research have directly influenced your work. They may provide key background information, support of dispute your thesis, or offer critical definitions and data. Citation of an article implies that you have personally read the cited work. In addition….provide documentation for all facts and figures that are not common knowledge” (p. 169).APA says don’t have to cite common knowledge, but what is that? Can depend on the research you are doing and your reader audience, so always better to cite.Don’t have to cite your own ideas of course, but other people do, even if a close friend!
So, these are going to be your building blocks or your checklist when building citations.These apply to all citations you do.With this in mind, we are going to dive into our first example…SHOW EDITED BOOK, SHOW CHAPTER IN EDITED BOOK– explain slight difference if e-book, but for the most part the same, but you can check the manual. Get students to identify what we will be citing
The rules are what are important, the examples are just that, examples
Do not trust MS Word or auto-formatting- OK starting point for extracting elements of citation
So what is it?We have to let people know where we got our information from, in case they want to go back to it for more detail, in case they want to check your resources, etc.
This is what the manual looks likeIt’s always available behind the reference desk, or you can check it out. The manual trumps everything, the handout is based on the manual and doesn’t have every example in it
So what is it?We have to let people know where we got our information from, in case they want to go back to it for more detail, in case they want to check your resources, etc.
This is what the manual looks likeIt’s always available behind the reference desk, or you can check it out. The manual trumps everything, the handout is based on the manual and doesn’t have every example in it
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