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Information Literacy in Action: Embedding
Government information in research workshops
and the information literacy curriculum.
Seth M. Porter: Instruction Librarian & Government Documents Coordinator/Lecturer
The University of Alabama in Huntsville
Framework
Info Lit Gov
How
When What
Learning Outcomes
• Attendees will be able to define information literacy as a framework
• Attendees will be able to explain the importance of government information
in information literacy
• Attendees will identify access points in their curriculum to embed
government information
• Attendees will be able to critique their own information literacy workshops
to construct government information fluency in the curriculum
Information Literacy
● What is Information Literacy to you?
● How do you use this concept in your day to day duties as
Government Information professionals?
Government Information Fluency
• What is this?
• How can we relate it to the
students?
How
• How to get the buy in from supervisors or faculty
member?
• How to convince students it is important?
• How to fit it in coherently during one-shot
instruction?
When
• When should you embed government
information into instruction scenarios?
What
• Major Sources (All)
• Legislative, Executive, and Judicial
• Science
• Patents & Law
• Statistics & Data
• Business
Major Sources
• FDsys
• CFR
• Congressional Bills, Documents, and more
• USC
• Federal Register
• USA.gov
• A-Z list of Government Agencies, and more
• U.S. Manual
• Official handbook of the Federal Government
• NARA
• Love this for all sorts of research
Executive
• White House
• Office of Management and Budget
• Public Papers
• President's public messages, statements, speeches, and news conference remarks.
• Data from Executive Agencies
• Data, Tools, and Information from Executive Agencies
Legislative
• Congress
• Bills, Laws, Congressional Record
• Congressional Budget Office
• US House of Representatives
• US Senate
• Government Tracking
• Track what each member of Congress is doing(I always throw these watchdog sources
in)
Judicial
• Supreme Court
• Decisions, documents, and court decisions
• Supreme Court Collection
• Full-text access to decisions
• Library of Congress: Supreme court
• Current and historical information
Science
• SciTech
• NASA
• Tech Reports
• NTIS
• NASA NTRS
Patents, Trademark & Copyrights
• Patents
• USPTO
• Trademark
• USPTO
• Copyright
• Copyright.gov
• Library of Congress
Statistics & Data
• Census
• Bureau of Economic Analysis
• Data.gov
• A repeat, but for good reason.
• Bureau of Labor Statistics
• Economic Research: The Fed
Business
• SEC Edgar
• Company filings
• Individual States Secretary of State
• Great when students are researching private
companies
Activities to build IL
• Value of a Source
• Authority Research
• Searching
Your turn
• What would you do as government information
experts to embed it in your own curriculum?
• How would you do it?
• What would the benefits be?
Contact:
● Seth M. Porter: Instruction Librarian & Government Documents
Coordinator/Lecturer. The University of Alabama in Huntsville.
● smp0024@uah.edu

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Government information and Information Literacy

  • 1. Information Literacy in Action: Embedding Government information in research workshops and the information literacy curriculum. Seth M. Porter: Instruction Librarian & Government Documents Coordinator/Lecturer The University of Alabama in Huntsville
  • 3. Learning Outcomes • Attendees will be able to define information literacy as a framework • Attendees will be able to explain the importance of government information in information literacy • Attendees will identify access points in their curriculum to embed government information • Attendees will be able to critique their own information literacy workshops to construct government information fluency in the curriculum
  • 4. Information Literacy ● What is Information Literacy to you? ● How do you use this concept in your day to day duties as Government Information professionals?
  • 5.
  • 6.
  • 7. Government Information Fluency • What is this? • How can we relate it to the students?
  • 8.
  • 9.
  • 10. How • How to get the buy in from supervisors or faculty member? • How to convince students it is important? • How to fit it in coherently during one-shot instruction?
  • 11.
  • 12. When • When should you embed government information into instruction scenarios?
  • 13.
  • 14. What • Major Sources (All) • Legislative, Executive, and Judicial • Science • Patents & Law • Statistics & Data • Business
  • 15. Major Sources • FDsys • CFR • Congressional Bills, Documents, and more • USC • Federal Register • USA.gov • A-Z list of Government Agencies, and more • U.S. Manual • Official handbook of the Federal Government • NARA • Love this for all sorts of research
  • 16. Executive • White House • Office of Management and Budget • Public Papers • President's public messages, statements, speeches, and news conference remarks. • Data from Executive Agencies • Data, Tools, and Information from Executive Agencies
  • 17. Legislative • Congress • Bills, Laws, Congressional Record • Congressional Budget Office • US House of Representatives • US Senate • Government Tracking • Track what each member of Congress is doing(I always throw these watchdog sources in)
  • 18. Judicial • Supreme Court • Decisions, documents, and court decisions • Supreme Court Collection • Full-text access to decisions • Library of Congress: Supreme court • Current and historical information
  • 19. Science • SciTech • NASA • Tech Reports • NTIS • NASA NTRS
  • 20. Patents, Trademark & Copyrights • Patents • USPTO • Trademark • USPTO • Copyright • Copyright.gov • Library of Congress
  • 21. Statistics & Data • Census • Bureau of Economic Analysis • Data.gov • A repeat, but for good reason. • Bureau of Labor Statistics • Economic Research: The Fed
  • 22. Business • SEC Edgar • Company filings • Individual States Secretary of State • Great when students are researching private companies
  • 23. Activities to build IL • Value of a Source • Authority Research • Searching
  • 24. Your turn • What would you do as government information experts to embed it in your own curriculum? • How would you do it? • What would the benefits be?
  • 25.
  • 26. Contact: ● Seth M. Porter: Instruction Librarian & Government Documents Coordinator/Lecturer. The University of Alabama in Huntsville. ● smp0024@uah.edu