Information Literacy Course. 1 credit. Cindy Stewart. CMSJ
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This document provides information about a 1-credit, fall 2011 information literacy course at the College of Mount St. Joseph. The course has no prerequisites and will meet on Tuesdays from 12:15-1:30 pm. It requires two textbooks and introduces information literacy as the ability to recognize when information is needed and to locate, evaluate, and effectively use that information. The class schedule outlines readings and assignments for each class session focusing on developing research skills and strategies.
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This document provides instructions for a library research skills assignment for college students. It outlines activities for students to complete individually and with their assigned groups over the course of two weeks. In week one, students will evaluate websites in small groups and post their analysis online. They will consider factors like credibility and whether the sites contain suitable sources for research papers. In week two, students will comment on another group's post and attend a library workshop to learn about resources and complete a research assignment due the following week. The goal is for students to learn how to effectively find and assess information for their college studies.
Com101 lesson plan
The document describes a 50-75 minute library instruction session for students taking a COM 101 course. The session teaches students how to evaluate information sources, particularly websites and academic journals, for their assignment on body image. Students work in groups to evaluate websites on the topic and then search an academic database for peer-reviewed articles. The goal is for students to learn how to critically assess information sources and identify reliable sources for their research.
Assessment tools analysis
The document compares two information literacy assessment tools: iSkills and SAILS. iSkills is a proprietary test from ETS that measures critical thinking skills through scenario-based tasks. It is administered online in a proctored environment. SAILS is an open source test from Kent State University that measures competency standards through a multiple choice knowledge test. It is also administered online but does not require proctoring. Both tools measure skills aligned with the ACRL standards but iSkills focuses more on performance of tasks while SAILS focuses on knowledge.
Cindy Stewart. IL Course
This one-credit information literacy course aims to teach students critical thinking skills like recognizing bias, raising questions, and considering alternative systems of thought and unintended consequences, rather than just regurgitating theories. The goal is for students to use the knowledge gained to think critically and openly.
Cindy Stewart. IL Course
This one-credit information literacy course aims to teach students critical thinking skills like recognizing bias, raising questions, and considering alternative systems of thought and unintended consequences, rather than just regurgitating theories. The goal is for students to use the knowledge gained to think critically and openly.
Information Literacy Defined
This document defines information literacy and discusses embedding it in the classroom. It states that information literacy is the ability to locate, evaluate, and use relevant resources to address an information need. It also notes that information literacy forms the basis for lifelong learning and is common to all disciplines. The document then provides links to examples of embedding information literacy, such as a one-credit information literacy course and an information literacy program for nursing. It concludes by wishing readers happy holidays.
CMSJ students green initiatives
The Green Campus Student Environmental Group met on January 27, 2011. Kristen discussed affiliating the group with the US Green Building Council to network with other groups and access resources. The group is continuing plans for an energy conservation campaign, including an Earth Day event on April 20 featuring recycling competitions, a green roof tour, and a visit from zoo animals. Members were assigned tasks related to the campaign such as obtaining recycling bins and power strips, organizing events, and researching double-sided copying.
Going Paperless. Jennifer Morris. IDC Workshop. Feb 10, 2011
Going paperless in the classroom can help reduce costs for departments and be more environmentally friendly. Professor Gerald Smith began teaching paperless classes in 1994 by putting lecture notes online, only accepting assignments electronically, and checking his mailbox once a year. The Mount offers resources like Blackboard, electronic reserves, and online materials to help faculty transition assignments and materials online. The Instructional Delivery Committee investigates new teaching technologies and recommends updates to help the Mount community move toward more paperless options.
Sustainability in Classroom
This document discusses sustainability in the classroom and moving towards a paperless or less paper environment. It provides examples from the University of North Texas and University of Toronto of their paperless classroom initiatives. It also lists various online resources for references, ebooks, images, citation manuals and subject guides that can reduce printing. Tips are given for going paperless and using new green file formats. Additional resources on sustainability in higher education are shared, along with articles on making the paperless classroom possible and web applications that can help. Participating in FreeRice.com is suggested as a way for classrooms to help address world hunger issues.
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Information Literacy Course. 1 credit. Cindy Stewart. CMSJ
- 1. College of Mount St. Joseph Information Literacy Fall 2011-CRM 105 N1 (1 credit hour): T 12:15-1:30 pm No Pre-requisites Required Textbooks Badke, William.(2011). Research Strategies: Finding your way through the information fog. (4th ed.) Bloomington: iUniverse, Inc. Houghton, P. & Houton, T. (2010). APA—The Easy Way! Flint, Michigan: Baker College Course Introduction Information literacy is the ability to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Information Literacy is common to all disciplines, to all learning environments, and to all levels of education. It forms the basis for lifelong learning." (American Library Association. Presidential Committee on Information Literacy. Final Report. Chicago: American Library Association, 1989.) Class Schedule Aug 23- What is Information? Read: Badke, W. (2011). Research Strategies, Chapter 1. Welcome to the Information Fog, pp. 1-18 Aug 30- Getting ready for research. Read: Badke, W, (2011) Research Strategies, Chapter 2, Taking Charge, pp.19-32 Sept 6- What is a good research question? Read: Badke, W, (2011) Research Strategies, Chapter 2, Taking Charge, pp.32-41 and Appendix A1.1, A1.2, pp. 223-235 Assignment #1 due Sept. 6, 12:00pm: Encyclopedias and Concept Mapping (turn in your assignment via blackboard AND bring a copy to class) Sept 13- What you need to know before gathering information: Authorship, Copyright, Fair Use, Plagiarism, Privacy and Ethical Responsibilities. Read: Badke, W, (2011) Research Strategies, Chapter 8, pp. 190-193 and Appendix A1.5.4 pp. 249-251. Sept 20- Accessing Information: Database searching, Library Catalogs, Journal Databases, Search Strategies Read: Badke, W, (2011) Research Strategies, Chapters 3, 4, 5, pp. 42-120 Sept 27- Internet Research and Other Resources Read: Badke, W, (2011) Research Strategies, Chapters 6, 7, pp. 122-172 Assignment #2 Due Sept. 27, 12:00pm: Accessing information comprehension exercise Oct 4- Reading, Organizing, Writing and Citing for Social Science Research Read: Badke, W, (2011) Research Strategies, Chapters 8, 9, 10, pp. 173-220 Assignment #3 Due Oct. 11th, 12:00pm: Getting to know the material: Practice and application