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Foundation Feb 2016
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- 2. In this workshopwe will look at.. • Resources • Search terms • Finding information • Evaluating
- 4. The Real Thing DigitalNatives and learning • Keywords • Alternative words • Detail • Related subjects
- 5. Finding resources myUniHub >My Study > My Library > Summon Select Summon and search for information on Digital Natives and learning
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- 7. More to lifethan Google • Explore the resource you have been given • Prepare a short presentation • Include: • What is it? • Useful/interesting features • Limitations • How you could use this resource in your studies
- 8. Library resources Lynda.com myUniHub> MyStudy > MyLibrary> Databases > L Library Subject Guides myUniHub > MyStudy > MyLibrary Cite Them Right myUniHub > MyStudy > MyLibrary > Databases > C Britannica Online myUniHub > MyStudy > MyLibrary > Databases > B Box of Broadcasts myUniHub > MyStudy > MyLibrary > Databases > B Library Catalogue myUniHub > MyStudy > MyLibrary
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- 10. Evaluating information • Goto http://libguides.mdx.ac.uk/Foundation • Have a look at the 4 items • How do we know if the information is reliable?
- 11. • Authority • Relevance •Intent • Objectivity • Currency Evaluating information
- 12. Find out more MyUniHub> MyStudy > MyLibrary > Library Subject Guides
- 13. Need further help? UniHelp: http://unihub.mdx.ac.uk/your-support-services/unihelp Makean appointment: http://bit.ly/MakeAnAppointmentLibrarians Contact your Librarian: http://libguides.mdx.ac.uk/liaisonlibrarians StudyHub – Librarians available: 9am-5pm (term-time), On-call 10am-5pm (vacation)
Editor's Notes
- #2 Introductions. Workshop will last about 1.5 hours and help you find information for your next project: Digital Natives and Learning presentation. Presentation is on MyLearning. Librarians you will need (all available behind Vanessa’s desk): Flip chart paper for group work. Marker pens. Evaluation exercise worksheets. More to life than Google cards 9 x keyword exercise images
- #3 The range of resources we provide Some of the resources available to help you find information for your academic work The value of resources in an academic context Develop an effective search strategy eg. Identify search terms to help you find information How to find and access books, journals and information for your projects using library resources Evaluating the information for quality and relevance i.e. can you rely on it.
- #4 Search terms/keywords exercise: introduce the importance of thinking about search terms and using lots of different words when searching for information. Divide students into groups (3 or 5 depending on class numbers) and hand out an image (you have 9 to choose from) to each group plus a marker pen and sheet of flip chart paper. Ask them to make sure that students in other groups cannot see their image. On the paper note down as many words (not phrases) as possible to describe the image without using the word/s given on their image e.g. if the image is of a ‘sandcastle’ they can’t use the words ‘sand’ or ‘castle’ but might use beach, structure, children, fort, grains, bucket, mould, building, build etc.. Allow approx. 10 mins. Feedback: Each group shows the rest of the class their words (hold up flip chart paper). Class has to guess what their image is. If can’t guess ask which words would have been useful. Stress the importance of using lots of different words when they search for information.
- #5 For info: Students have done 2 pieces of work so far for this module: Annotated bibliography on ‘Digital Natives and learning’ (references provided by tutors) Essay on ‘Digital Natives and learning’ due in end of week 17 (based on readings from SAT0100 online reading list) Their next piece of work is a group presentation on ‘Digital Natives and Learning’. They will need to carry out research and use c4 references. Search term exercise (real thing): Ask groups to use the back of their flip chart paper (hand out new sheets if necessary, but I’m trying to save on resources) and note down as many words as they can think of connected to the subject Digital Natives and Learning. If they are struggling to think of words, suggest they look at things like Wikipedia (stress this is a good use of Wikipedia, but would not generally use such a resource in their academic work). Allow 5-10 mins to come up with words and then take feedback as a whole group. They can use some of these words to search for information in the next exercise. Example words: Keywords: Digital Natives, learning Alternative words that can be used to search for information: Millennials, Generation Y, Google Generation, Net Generation, Netive, young people/generation, teaching, study, pedagogy, education Detail….be more specific: Internet, social media, technology, elearning, online learning, educational technology, virtual learning environments, learning styles, teaching styles, gadget. Related subjects: Digital Immigrants, Generation X, Generation Z, Post-Millennials, iGen, Digital inclusion, education, digital age, information age.
- #6 Finding information exercise In pairs: Search Summon to find books and journal article that will be useful to you for SAT0100 project and ‘Digital Natives and learning’. Leave the students to get on with it. After about 5-10 mins move to next slide.
- #7 Point out how to refine their search and create references. Let them have a go at refining their search and creating references.
- #8 ‘More to life than Google’ activity: Divide class into groups. Ideally need 6 groups to cover all resources. Hand out a resource card to each group. If class is smaller and 6 groups not possible, use these resource cards: Library catalogue, Library Subject Guides, Cite them Right, Lynda.com Ask each group to (approx 20 mins): Explore the resource Prepare a short (verbal) presentation They will use the demonstration computer at the front of the class to present the resource. Include: What it is? Useful/interesting features Limitations How they could use this resource in their studies While students explore the resource, librarian circulate and prompt e.g. ask students exploring the library catalogue to find out how to see where a book is shelved, how to request a book, log-in to their account etc. Each group presents their resource at the front of the class. Allow them to log on and demonstrate. Prompt as necessary, but don’t take over.
- #9 These are the resources that you have looked at and a reminder of how to access them. Remember that you will find this presentation on Mylearning.
- #10 Introduce the importance of evaluating information. Brief discussion: How do you decide if the information is any good? What sort of things should you think about?
- #11 Evaluation exercise Divide class into groups. Hand out one Evaluation worksheet to each group. Ask groups to go to the website noted on the screen and on their worksheet. They will find links to 4 items (click on red links). Look at each item and consider how we know if the information is reliable (c10mins) Students should use worksheets to record their thoughts. After 10 mins take feedback. These are the four items with some pointers: CNN Blog What does it mean to be a digital native? News blog – bias? Adverts – bias? Last updated date available. We know who author is, but don’t know anything about him. Quite sensationalist in places. Mentions some of key names e.g.Prensky, but no citations/refs. British Journal of Educational Technology The digital natives debate: A critical review of the evidence Know authors and have some biographical detail. Well structured article. Citations throughout. Long reference list, well referenced. Can follow links to find out more about the publication i.e. it is peer reviewed and details of selection/editorial requirements/process. Wikipedia Digital Native Good overview, mentions lots of key names etc. Long reference list, but eclectic and sometimes of dubious quality - not well referenced. Possible to see edits (‘View history’ top right corner) but real editors names not given, although sometimes possible to find out more about them by clicking on the name. Urban Dictionary Digital Native No refs. Questionable definition if already know something about the subject.
- #12 Authority : Who is the author? What is their knowledge base/qualifications? How have they carried out their research? Relevance : Is this what I need? Will it answer my question? Is it at the right level? Intent : What is the purpose of information e.g. financial gain, propaganda, academic etc? Objectivity : Balanced view? Opposing views represented? Links to supporting information? Currency: How old is this information? When was it last updated and by whom?
- #13 Remember you can find out more from our library subject guides.
- #14 Any questions? Here’s how to get help: UniHelp: in person, online, by phone. Make an appointment to speak to you librarian. Find out who your librarian is. Get help at StudyHub.