Libraryland for Tutors
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The document discusses Gettysburg Class Guides which were developed by librarians for instructors and include a variety of classes, assignments, and guidelines. It also mentions the Ask desk which provides reference and instruction from 9am to 7pm and develops assignments to help with information literacy and citation assistance, but does not provide tutoring, homework help, editing or proofreading. It then discusses the importance of information literacy.
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Libraryland for tutors 2011
This document contains information about class guides developed by librarians for instructors, including a variety of classes, assignments, guidelines and links to tutor schedules. It discusses the services provided by the Ask desk such as reference, instruction, developing assignments and citation assistance. It also includes information about information literacy standards and evaluating information sources. Finally, it lists some database, research and writing resources for students.
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This document summarizes key findings from the Project Information Literacy report "Truth Be Told: How College Students Evaluate and Use Information in the Digital Age". The report reflects a large-scale survey of over 8,000 students. It found that students consistently evaluate online information based on criteria like currency, author credentials, and website design. Students reported trusting information from the library more. Most students reported struggling with defining topics, narrowing searches, and knowing when they have enough information. Few students used collaborative tools like Google Docs for research. The document recommends integrating research process rubrics into assignments and focusing library instruction more on research skills than just resources. It discusses collaborations between libraries and classrooms to help students improve research abilities.
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Libraryland for tutors 2011
This document contains information about class guides developed by librarians for instructors, including a variety of classes, assignments, guidelines and links to tutor schedules. It discusses the services provided by the Ask desk such as reference, instruction, developing assignments and citation assistance. It also includes information about information literacy standards and evaluating information sources. Finally, it lists some database, research and writing resources for students.
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The Washington state legislature found that the recent adoption of Common Core standards provided an opportunity for the Office of Superintendent of Public Instruction to identify a library of current, high-quality, openly licensed courseware that could be accessed by K-12 school districts statewide.
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Quand vous intégrez une grosse structure, vous vous rendez souvent compte que les méthodes de travail mises en place ont la vie dure. Tout est très processé, le « cycle en V » est parfaitement respecté, et on développe des fonctionnalités entières pendant des mois, sur la base de documents de spécifications fonctionnelles d’une centaine de pages…
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L’essence de notre métier est pourtant loin de cette vision réductrice. Et cela surprend souvent lorsqu’un UX Designer remet en cause l’organisation de l’entreprise, d’autant plus quand il est jeune et qu’il n’a pas la légitimité d’un sénior affuté !
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This document discusses the importance of evidence-based practice for school librarians. It provides examples of studies that have collected evidence on the impact of school libraries on student achievement, learning, literacy, and independent learning. School librarians are encouraged to systematically gather and use data from their own practice to document the outcomes and impacts of the school library program in order to advocate for the value and importance of school libraries.
Trab Todd Ross
The document discusses evidence-based practice in school libraries. It provides examples of evidence that can demonstrate the impact of school libraries on student learning outcomes, such as standardized test scores, reading skills, research skills, and students' attitudes towards learning. The document also outlines strategies that school librarians can use to systematically gather, analyze, and present evidence from their practice to advocate for the value of school libraries.
Robin kear introduction to library instruction
This document discusses library instruction and information literacy at the University Library System (ULS). It begins by defining library instruction and information literacy, noting that they aim to demystify research, empower students, and support the university's mission. While the ULS has a long history of bibliographic instruction, it is shifting its focus to information literacy. Information literacy involves complex concepts and skills for evaluating and using information effectively. The ULS uses information literacy standards and assessments to improve students' research abilities. It embeds instruction into courses through various methods like one-shot classes, embedded librarians, and online guides. The goal is to better integrate information literacy across programs and the student experience.
CAPPS 2011 Integrating Information Literacy in the Curriculum
Information literacy may be referred to as critical thinking skills, research skills, 21st century skills, or lifelong learning. No matter what term is applied, information literacy is fundamental to making sense of the global explosion of information available today. This workshop concentrates on information literacy in the classroom and explores tools that integrate the library with the teaching and learning process. During this workshop, we will identify and review online resources that focus on fusing library and information skills with instructional technology and that aid individuals in obtaining digital literacy.
Library Instruction Overview
This document discusses various tools and strategies for library instruction. It begins by defining library instruction and noting that it can take many forms such as orientations, literacy programs, research planning assistance, and more. It then discusses how instruction can be tailored for different communities from young children to professionals. Various instruction methods are outlined such as explaining library organization, finding resources, and research techniques. The document also discusses online tutorials, embedded librarians, and subject guides as instruction tools. It emphasizes the importance of collaboration between libraries and other groups.
Common Core and Libraries
The Common Core movement has provided opportunities for librarians to partner with content area teachers. Using the Model Curriculum for School Library Programs, librarians and teachers can work to embed information literacy skills in the content area curriculum.
Presented to PaLA Teaching, Learning, and Technology Roundtable - 2015
FLVC Region III Presentation April 2014
This document outlines the goals and components of a pilot information literacy program for SLS 1101 courses at Daytona State College. The program aims to help students distinguish between library, academic support, and writing center services, and emphasize how to navigate the library website and resources. It will be piloted in 3 SLS 1101 courses in Spring 2014 and involve team teaching by librarians over 4 segments. The document also provides context about changes to English course sequences and information about DSC library services and resources.
Stellenbosch university infolit story 24 May 2016
The document discusses the University of Stellenbosch's information literacy framework and training. It provides definitions for information literacy standards which include understanding information needs, finding information effectively, evaluating information sources, using information responsibly, and communicating knowledge. The document also describes different types of information literacy training like curriculum-integrated sessions, e-learning modules, and one-on-one consultations. Examples are given of curriculum-integrated training in subjects like legal skills and psychology. Library guides and online modules are discussed as resources for students to develop research skills.
Evidence-Based Practice in Information Literacy Instruction
Evidence-Based Practice in Information Literacy InstructionGeorgia Libraries Conference (formerly Ga COMO).
This document discusses evidence-based practices for information literacy instruction. It describes challenges libraries face in teaching information literacy and different methods libraries use, such as course-integrated instruction, credit-bearing courses taught by librarians, and online videos and drop-in sessions. The case study focuses on a technical college's efforts to increase information literacy instruction sessions by utilizing online videos and drop-in sessions in addition to in-course instruction. The results of these new methods are not yet determined but will be adjusted based on measurable outcomes. Suggested readings on best practices for credit-bearing courses and using instructional design tools are also provided. Faculty Power: A Renewable Energy Source for Teaching Information Literacy
This document outlines a "train the trainer" workshop for faculty on teaching information literacy. The workshop is designed to educate faculty on key information literacy concepts so they can incorporate them into their own courses rather than relying on one-shot library instruction sessions. The workshop covers defining information literacy, aligning it with curriculum goals, designing effective assignments, and modeling sample activities. Faculty will learn how to assess student work and collaborate with librarians on developing rubrics and tutorials to embed information literacy into courses in a systematic way. The goal is to empower faculty as instructors of information literacy and make it a sustained part of the curriculum.
Social Emotional Learning
This document provides resources and strategies for implementing universal social emotional learning interventions using a multi-tiered system of support. It outlines free online tools and curricula for teaching social emotional skills to all students, as well as more targeted interventions for at-risk students. Research is cited showing the importance of social skills for life outcomes and mental health issues among youth.
Social Emotional Learning
This document provides resources and strategies for implementing universal social emotional learning interventions in schools using a multi-tiered system of support. It outlines free online tools and organizations that provide materials to teach social emotional skills. Suggestions are given for direct instruction of skills, integrating technology, and using principles of universal design for learning to engage all students.
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Training the Trainers: Faculty Development Meets Information Literacy
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The document discusses the world's largest mushroom, the Armillaria ostoyae. It describes how a mushroom measuring over 9kg and 3 feet long was discovered in Scotland, identified as a giant puffball mushroom. Further research revealed that the largest known mushroom organism is actually the honey mushroom, Armillaria ostoyae, found in Oregon spanning over 2.4 square miles, weighing over 1 million pounds, and being over 2,400 years old. Images searched confirm that the Armillaria ostoyae spreads across the ground in root-like rhizomorphs rather than appearing as a single large mushroom.
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High School in-service
Librarians can create online guides and resources for students using LibGuides, an institution-approved wiki platform. LibGuides allow librarians to provide quality, curated resources on library materials, websites, and instructor content for various purposes like supporting College in the High School programs. At this in-service, the librarians will create a Libguide for topics covered in the training that will be accessible to all attendees. Examples highlighted include guides created by other institutions for subjects like health sciences that receive positive feedback, as well as guides for local high school and community member use of college resources.
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Critical thinking involves making informed opinions about what you read. The document lists potential topics for critical thinking, including whether students should shadow a potential major before declaring it, if working students perform better than full-time students, and if social media helps or hinders success. Additional topics concern accountability for child abuse, forcing the homeless into housing, and requiring drug testing for welfare recipients.
Study hints yes 2 most recent using your notes as an effective study tool
This document provides a step-by-step method for effectively studying notes to prepare for exams. The key steps include organizing notes into categories, highlighting important information in different colors, creating a review sheet to test yourself on each category, and repeatedly testing yourself on the material over multiple study sessions. It emphasizes active studying techniques like talking through the concepts aloud and testing yourself, rather than just re-reading notes. Group study is also recommended to reinforce learning through discussion. The goal is to fully understand and master all important concepts through this structured review process leading up to the exam.
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This document discusses the importance of networking and social media for professionals. It defines natural networks as personal connections through family and friends and professional networks as working relationships developed with colleagues and agencies. Both networks provide benefits but also risks if not managed properly. The document provides tips for developing a strong personal brand online through an audit of digital presence, creating a website, sharing valuable content, and associating with other respected brands. It also suggests considering social media "dos and don'ts" and includes a case study about maintaining appropriate boundaries between personal and professional social media use.
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Examples from HACC databases of the levels of evidence used in research. The topic is vaccines and can illustrates the different types of research.
Studying from you Notes - HACC College Success 2014
A note is a reduction of information into an understandable and manageable form as a reminder of things already understood. The document provides tips for effective note-taking including taking notes in your own words, using shorthand abbreviations, organizing notes with headings and indentation, and reviewing notes constantly to ensure you can easily recall and describe the key information. The goal of note-taking is to master the material in a way that allows you to easily answer exam questions.
Time Management for Busy Students - HACC 2014
This document provides tips for effective time management for busy students. It recommends a 3-step process of prioritizing activities, following a to-do list and calendar, and practicing time management skills. Students should identify their commitments including classes, study time, work, family and personal time. They should establish both long-term and short-term goals and priorities using a system like DAPPS to guide how they spend their time. The document also provides tips for using calendars, identifying time wasters, saying no, taking breaks, and overcoming procrastination to better manage a limited time budget.
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This document discusses avoiding plagiarism and properly citing sources. It defines plagiarism as using another's work without proper citation and notes there are both intentional and accidental forms. The consequences of plagiarism range from failing grades to legal punishment. It provides tips for avoiding plagiarism such as taking thorough notes, leaving time to complete assignments, and emailing citations to yourself. Guidance is given on what to cite from sources and what is considered common knowledge. Examples of plagiarized versus properly cited work are also included.
APA for Psychology @HACC Fall 2014
This document provides an overview of the American Psychological Association (APA) style for referencing sources and formatting papers. It discusses the key components of APA style including in-text citations, references lists, formatting papers, and citing different types of sources like books, journal articles, and websites. The purpose of APA style is to give credit to authors, show accountability of ideas, and protect against plagiarism.
Using twitter
This document discusses using Twitter to trace history and analyze personalities by following accounts related to historical figures and locations that will be visited on a student trip. The trip will explore the lives of over a dozen influential Americans by traveling almost 2,000 miles to places like Monticello, Cambridge, the Lincoln Memorial, and the Salem Witch Museum. Students will learn about the impacts of these individuals on politics, research, psychology, and social change through seminars, discussions, and hands-on activities in the places they lived.
Your Research Paper
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MLA Spring 2013 HACC (003)
The document provides guidelines for using MLA style including formatting papers with 1-inch margins and a double spaced 12-point font. It describes citing paraphrases and summaries in-text with the author's name and page number in parentheses. For a works cited page, entries should be alphabetized by author's last name and include the author, title, publisher, and year for books or the author, article title, periodical, and date for magazines. Direct quotes are not allowed for the assignment.
MLA Spring 2013 HACC
Concise Powerpoint explaining MLA for Reading Classes at HACC, Central Pennsylvania's Community College
MLA McNair ENGL 002
This document provides an overview of MLA style guidelines for formatting papers, citing sources in-text, and creating a Works Cited page. It covers the basic MLA paper format, how to incorporate quotes and paraphrases when citing sources, and examples of common citation formats for different source types like articles, books, and websites. The purpose is to teach writers how to properly attribute ideas and content to outside sources using MLA citation style.
MLA McNair ENGL 003
This document provides guidelines for using MLA style, including setting up the basic format for papers with MLA style, how to incorporate in-text citations, and how to create a Works Cited page. It covers the proper ways to cite different sources like books, articles, and websites within the body of the paper and in the Works Cited list. The document aims to teach writers how to properly attribute sources and establish credibility when writing research papers or essays using MLA style.
MLA Foundational Studies
This document provides guidelines for using MLA style formatting for papers and works cited pages. It covers the basic MLA format requirements such as one inch margins, double spacing, and a running header. It also discusses how to properly cite sources within the text using signal phrases and page numbers, and how to format a works cited page listing all sources in alphabetical order by author's last name. Examples are provided for citing different source types such as books, articles from databases, and other media.
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This document provides strategies for effective note-taking from books using the BDA approach:
- Before reading: Prepare by getting materials ready and having a positive mindset.
- During reading: Take notes using techniques like highlighting, summarizing in your own words, outlining, and the Cornell note-taking method.
- After reading: Review notes immediately and periodically to ensure understanding and be able to answer questions about what was read. The SQ3R technique of surveying, questioning, reading, reciting, and reviewing content is also recommended.
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Libraryland for Tutors
- 2. developed by librarians for instructors variety of classes assignments & guidelines links to tutor schedule example Gettysburg Class Guides
- 3. the Ask desk from 9am to 7pm teach reference & instruction develop assignments information literacy citation assistance we do not tutor, assist with homework, edit, proofread
- 4. Information literacy forms the basis for lifelong learning. It is common to all disciplines … all levels of education. Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally “Information Literacy Competency Standards for Higher Education.” ACRL. ALA, 2011. Web. 11 January 2011.
- 5. Living breathing archives and information Films on Demand, DSM IV, Safari Tech Constantly changing & improving ebooks
- 6. Database selection Suggesting search strategies Poor quality Evaluating results
- 7. The Hacker Guide Valencia Community College Purdue Owl HACC Resources from the LibGuides Defer, or refer, to classroom instructor