Powerpoint presentation used for FYS 110 Adapted from Staley, Constance, "Chapter 5: Developing Information Literacy, Writing, and Speaking Skills." Focus on College Success, 3rd ed. Wadsworth/Cengage Learning. 2013.

1. Developing Information Literacy,
Writing, and Speaking Skills
© 2013 Wadsworth, Cengage Learning

2. You’re About to
You’re About to
Discover…
Discover…
• What
Informa
why it is tion Lite
importa racy is a
• The 5 nt. nd
steps to
Literacy Informa
tion
• How
having g
contribu ood rese
tes to yo arch ski
success ur colleg lls
. e
• Stud
ent rese
College. arch at M
aryville
© 2013 Wadsworth, Cengage Learning

3. Dario Jones
p. 140-141
© 2013 Wadsworth, Cengage Learning

4. Information Literacy Defined
Information Literacy Defined
• Information Literacy is the set of skills needed to find,
retrieve, analyze, and use information.
(ALA definition on Information Literacy)
• The ability to know when there is a need for information,
to be able to identify, locate, evaluate, and effectively
use that information for the issue or problem at hand.
(National Forum on Information Literacy)
© 2013 Wadsworth, Cengage Learning

5. Why Is This Important?
Why Is This Important?
• Ever hear of Data Smog?
• Author David Shenk coined this term. It refers to the
idea that too much information can create a barrier in
our lives. This data smog is produced by the amount of
information, the speed at which it comes to us from all
directions, the need to make fast decisions, and the
feeling of anxiety that we are making decisions without
having ALL the information that is available or that we
need.
© 2013 Wadsworth, Cengage Learning

6. The Solution to Data Smog
The Solution to Data Smog
• Information literacy is the solution to Data Smog. It
allows us to cope by giving us the skills to know when
we need information and where to locate it effectively
and efficiently. It includes the technological skills needed
to use the modern library as a gateway to information. It
enables us to analyze and evaluate the information we
find, thus giving us confidence in using that information
to make a decision or create a product.
© 2013 Wadsworth, Cengage Learning

7. Who needs this?
Who needs this?
• Why should students learn about information literacy?
• According to ALA, “We want to remove the obstacles to
creativity which are caused by lack of understanding of
the research process. We want to introduce students to
those skills which will allow them to succeed in their
future chosen paths.”
© 2013 Wadsworth, Cengage Learning

8. Who needs this?
Who needs this?
This is not just for college students but all of us, as
professionals, in the workplace and in our personal lives.
Being information literate ultimately improves our quality of
life as we make informed decisions when buying a house,
choosing a school, hiring staff, making an investment,
voting for our representatives, and so much more.
Information Literacy is, in fact, the basis of a sound
democracy.
© 2013 Wadsworth, Cengage Learning

9. What is Research?
What is Research?
© 2013 Wadsworth, Cengage Learning p. 154

10. The Five Steps to Information Literacy
The Five Steps to Information Literacy
5. Use (ethically)
How do I use research
ethically and avoid
plagiarizing?
© 2012 Wadsworth, Cengage Learning
2013 p. 157

11. Step 1. Define
Step 1. Define
Choosing the research topic:
• Don’t be overwhelmed by a large topic.
• Break down a large topic into focused
research questions.
• Consult a reference source for an
overview of the topic.
• Librarians will teach you about these
in CMP110/130.
© 2013 Wadsworth, Cengage Learning

12. Step 2: Locate
Step 2: Locate
• Choose keywords and phrases
• Search MC Quest for books, eBooks,
articles, and other sources
• Search discipline specific databases
• Use scholarly search engines like Google
Scholar.
• Other resources
© 2013 Wadsworth, Cengage Learning

13. Step 3: Select and Evaluate
Step 3: Select and Evaluate
Critical Thinking Skills:
C.R.A.P. Test
The CRAP test is a way to evaluate a source based on the
following criteria:
• Currency
• Reliability
• Authority
• Purpose/Point of View
© 2013 Wadsworth, Cengage Learning

14. Step 4: Organize
Step 4: Organize
Pay attention to details. Be sure to note the book or article, author,
place of publication, publisher, date, or URL.
Decide on an organizational format. Once you’ve gathered your
information, decide on the organizational format that would be most
effective.
© 2013 Wadsworth, Cengage Learning

15. Step 5: Use (ethically)
Are you Plagiarizing?
These FAQ’s will help:
Q1: If I just list all the sources I used in writing a paper in the
bibliography, won’t that cover everything?
Q2: Must I cite all my sources if I just put ideas into my own words?
Q3: But I didn’t know anything at all about this subject before I
started this assignment. Does that mean I should cite everything?
Q4: I’ve been doing a lot of reading for this paper. Now I’m not really
sure which ideas came from others and which are my own. How do I
avoid plagiarism?
© 2013 Wadsworth, Cengage Learning

16. Maryville College
Research in the Curriculum
• Composition 110 and 130
• Specific Courses within the Majors
(Psychology 218, Business 344)
• Professional Seminars (Humanities 347,
Chemistry 399)
• Senior Study 351 and 352
© 2013 Wadsworth, Cengage Learning