ITCT Foundations
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The document provides an overview of resources available at the LRC for ITCT students. It introduces the program liaison Melanie Parlette and outlines that students will learn to locate sections of the LRC website, perform basic searches and narrow results, and find tools for citations. Students are directed to their research guide for the subject area and shown databases and discovery search options. An example search topic is given on how multitasking affects learning. Methods for evaluating sources like the CRAAP test are also introduced. In summary, the document orients ITCT students to resources at the LRC for research.
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ITCT Foundations
- 1. THE LRC for ITCT students SMART START
- 2. I AM . . . Melanie Parlette Program Liaison for School of Engineering and Information Technology mparlette@conestogac.on.ca
- 3. TODAY we will… • Locate key sections of the LRC’s website • Perform a basic search of LRC resources, narrow our search and create a list of relevant results • Locate the tools available to assist with organizing citations and using correct style
- 5. LIBRARY as a GATEWAY • The LRC is a gateway to a variety of quality resources for your College studies
- 6. YOUR Research Guide LRC Homepage Research Help Engineering ITCT
- 7. ONLINE DATABASES and Library Discovery Individual Databases Discovery Search • Databases are usually organized • Searches majority of LRC’s by major subject i.e. nursing, databases all at once business, etc • Benefit: you just search—simple • Benefit: use advanced search and convenient tools to find millions of • Detriment: You don’t get the trustworthy, subject-specific specific treatment and advanced resources Detriment: you have to search capabilities of individual choose and search multiple databases. databases • Use your Research Guide to discover these!
- 8. Today’s Research Topic is…. • How does multi-tasking affect the learning process?
- 9. Finding A Source to Answer Your Question • Where do we begin? • Google • Wikipedia • Other suggestions…
- 10. Choosing Better Sources • How can you tell trustworthy information (the “better” information) from less-trustworthy information (“worse” information)? The CRAAP Test • Currency The timeliness of the information • Relevance The importance of the information for your needs • Authority The source of the information • Accuracy The reliability, truthfulness, and correctness of the information • Purpose The reason the information exists
- 11. Let’s begin our search…
- 12. Today We… • Located key sections of the LRC’s website • Performed a basic search of LRC resources, narrowed our search and created a list of relevant results • Located the tools available to assist with organizing citations and using correct style
- 13. HELP AT THE LIBRARY instant messaging information service email or phone
Editor's Notes
- How you can help them and how they can find you – leads into the ISEMP introduction
- This can be amended to reflect a specific assignment they are working towards or that information could be added verbally.
- Student ID and PIN overview
- Segway – The Library provides lots of print and online information that can be classed as “better” information: published, edited, scholarly, sometimes peer-reviewed. Google is great for finding the free stuff, and we’ve seen that there can be quality info found through a search for free information. But the library specializes in providing more information to you – the kind that usually you have to pay for.
- Discuss the above as the two principle ways to find information through the library. Direct students to go the LRC homepage to get started. Proceed with search examples without additional slides.
- This will depend on the group of students and their assignment
- We could find out all about this using Wikipedia, right? Perhaps start with Wikipedia – to get them to understand where you’re going with this, say “Wikipedia works for day-to-day questions, but why can’t you use just Wikipedia for all your research needs?” You’re looking for them to understand that a single source, regardless of what it is, is not enough for their research, even if it seems to provide all the answers they need…because it’s providing just one perspective, one author’s viewpoint. Facts may have been excluded or modified. You have to use a variety of sources to ensure you’ve got the best information, and the broadest perspective. List potential sources on the screen or on the board – the ones students suggest and you suggest will depend on the research topic
- Do a quick search for your question, together. Have students look at the first page of results and see if they intuitively know the best from the worst (this can be just by the names of the links and their domain suffixes, or you could pick one or two (one good, one bad) and present the question openly (“Do you think this website is trustworthy, or not? Why or why not? Think about it and then we’ll discuss it.”). You could also do this with preselected websites which you lead students to with links. After the open discussion, present the CAARS/CRAAP acronym to fill in additional considerations. Could also do this in reverse, using the CAARS evaluation tool up front [depends on timing and audience]
- Describe what the Discovery Service is and what it does Library subscribes to 1000s of electronic journals, 1000s of ebooks, tons of specialized databases and we still have lots of those crazy things called books. We have a special search engine that helps you discover what the library has to offer Rather than getting a mixed bag of results from Google that you aren’t sure what the true source is this will help you retrieve results that are appropriate for the assignments you will complete at the College level. Here are mine: learning and multi-taskingg Spell one of the words incorrectly to show the “did you mean” Learning and multi-taskingg Highlight any of the limiters and features you feel appropriate e.g. subject limiters, full-text online, catalogue for books and e-books, etc. Peer Reviewed: Scholarly research or projects. Illustrations are usually charts and graphs. Authors are authorities in their field. Often professors or researchers. Peer review process is in place where the content of an article is reviewed by one or more experts in the field. Date 2010 Subject – multitasking “ Check for Full Text” show and Regular item Show how to access the full-text and save the information about the article for citing and sharing PDF Download Save E-Mail Citing Citing allows us to clearly direct our instructors and fellow students to the source where we found our information This is key in avoiding plagiarism. We need to give credit where credit is due
- This page links to the Contact Us page by clicking on the screen shot of Contact Us.