This lesson plan outlines an information literacy session for marketing students that will teach them skills for research, avoiding plagiarism, and using appropriate resources. The session includes an introduction and agenda, demonstrations of finding government documents and using the library databases and research guides, an in-class activity where students search for resources in groups, presentations by the groups to their peers, and a summary and discussion of attribution. The overall goals are for students to learn how to find relevant information for their assignments, maintain academic integrity, and understand the value of various information sources and formats.
Gode råd til opstart af virksomhed.
Der er mange ting at huske og undersøge ved opstart af virksomhed. Her er en række gode råd for vores oplæg til iværksætterkurset i Brønderslev. http://www.betc.dk/Kompetencebank.asp
Short's beer social media marketing presentation bill morganbillmorgan231
New Media Marketing Proposal for Short's Beer of Bellaire, Michigan. This is my final assignment for the Summer 2010 session of the MSU New Media Driver's License course.
Gode råd til opstart af virksomhed.
Der er mange ting at huske og undersøge ved opstart af virksomhed. Her er en række gode råd for vores oplæg til iværksætterkurset i Brønderslev. http://www.betc.dk/Kompetencebank.asp
Short's beer social media marketing presentation bill morganbillmorgan231
New Media Marketing Proposal for Short's Beer of Bellaire, Michigan. This is my final assignment for the Summer 2010 session of the MSU New Media Driver's License course.
Præsentation af Brønderslev Erhverv og de opgaver vi løser som erhvervskontor.
Med bl.a. rådgivning, tilskud og inspiration.
Vi klarer erhvervsservice i tæt samarbejde med mange forskellige aktører, kommunalt, regionalt og nationalt.
Miles, Adrian. “Networked Knowledge Objects.” Association of Internet Researchers Annual Conference, Internet Research 7.0. Brisbane. 2006. Conference Paper.
Alicia García Holgado
Research Group of InterAction and eLearning (GRIAL)
University of Salamanca (Spain)
aliciagh@usal.es
Zamora, Spain, June 2nd 2016
Course 1: Create and Prepare Ubuntu 12.04 VM TemplateImad Daou
The following Course will focus mainly on a private Virtual Environment such VirtualBox or VMware Station. However, if you are willing to setup straight on DigitalOcean or Vultr, then you can skip Course1 and jump to Course2. But, I highly recommend to go through Course1 to build In-house local Web Hosting Server for testing or developing purpose. After all, the concept is same on either Private or Public Virtual environment.
Præsentation af Brønderslev Erhverv og de opgaver vi løser som erhvervskontor.
Med bl.a. rådgivning, tilskud og inspiration.
Vi klarer erhvervsservice i tæt samarbejde med mange forskellige aktører, kommunalt, regionalt og nationalt.
Miles, Adrian. “Networked Knowledge Objects.” Association of Internet Researchers Annual Conference, Internet Research 7.0. Brisbane. 2006. Conference Paper.
Alicia García Holgado
Research Group of InterAction and eLearning (GRIAL)
University of Salamanca (Spain)
aliciagh@usal.es
Zamora, Spain, June 2nd 2016
Course 1: Create and Prepare Ubuntu 12.04 VM TemplateImad Daou
The following Course will focus mainly on a private Virtual Environment such VirtualBox or VMware Station. However, if you are willing to setup straight on DigitalOcean or Vultr, then you can skip Course1 and jump to Course2. But, I highly recommend to go through Course1 to build In-house local Web Hosting Server for testing or developing purpose. After all, the concept is same on either Private or Public Virtual environment.
Discusses the importance of teaching information literacy skills through hands-on learning, and offers alternatives to assigning research papers to add variety for both students and teachers.
Model School Library Standards: What’s Next?
California School Library Association
Southern Section Spring Workshop
March 26, 2011 San Diego
by Barbara Jeffus
Information Literacy Practices James Madison Univeristy Library Projectktwoodard81
A comparison between the ACRL Characteristics of Programs of Information Literacy that Illustrate Best Practices and
James Madison University Information Literacy Program for
LIS 764 course.
CAPPS 2011 Integrating Information Literacy in the CurriculumJulie Cavender
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.
Find company reports in EBSCO Business Source CompleteJulie Anne Kent
Created for an Organizational / Human Resource course (BBUS) at Thompson River's University, this guide is embedded into the research guide in support of student learning outcomes. http://libguides.tru.ca/BBUS3810.
Information literacy instruction session delivered to first year students. Topics covered included APA ciation, Google syntax and search strategies, library catalogue searching, and database interface features and functionality.
Twitter: Professional Development and Instruction Tool: Faculty HandoutJulie Anne Kent
Twitter defined: a 140-character micro blog considered one of several Web 2.0 social networking tools, connecting people and information in real time. In an education or training context, Twitter is a powerful way for educators / instructors / trainers / researchers to publicize research, communicate with students, connect with broader learning or scholarly community, or alert “followers” to resources and events.
Twitter: Professional Development and Instruction Julie Anne Kent
Presentation to faculty on the following points: social networking tools that allows people to share information
a real-time feed to like-minded individuals
in an education or training context could represent a powerful way for educators to publicize research, communicate with their students, be connected with a wider learning or scholarly community, or signpost “followers” to interesting resources, and news stories.
Not all sources on the Web are equally valuable or reliable. Individual sites are not screened or standardized in any way to determine if the information they provide is accurate or useful. Critically evaluating the information you find is central to successful academic research. Determining the credibility of information found on the Web is not always easy - think of the following criteria during evaluation. The World Wide Web offers a great wealth of information, as well as the opportunity for people to express themselves and exchange ideas. This makes it a potentially great place to accomplish research on many topics. But putting documents or pages on the Web is easy, cheap or free, unregulated and unmonitored. If you are using a Web-based source for a research paper, you will need to develop skills to evaluate the credibility and appropriateness of what you find. The following checklist presents questions to ask to help determine whether a Web page is a suitable resource for a research paper, or not. Don't expect to be able to answer all the questions, all the time, for all Web sites you look at. Rather, try to use the questions as a tool to help you look at Web pages critically.
Trends in Teaching and Learning: Enhancing Academic Library ServicesJulie Anne Kent
Collaboration, Technologies, and Interactive instruction are foundational trends in the context of university teaching and learning. Each have functioned in isolation, often independently of another, as three separate silos.
1) Instructors collaborated to create curriculum.
2) Technologies are now ubiquitous with classroom instruction yet not always used to their maximum potentials
3) Instruction and learning are blended incorporating face-to-face class time with the expectation of participation in an online environment such as Moodle and Blackboard.
4) I believe that blended learning is heavily influenced by social / web 2.0 technologies engaging both instructors and students in new ways not only to the material covered but in the process of discovery which might be referred to as interactive engagement and include gaming. I believe blended learning is going to be the most changed trend in coming years.
Designing one-time short library / information literacy instruction is challenging. This example present a structure and resources used to instruct a first year university class in visual community.
1. 1 | in f o r m a t i o n l i t e r a c y s k i l l s d e v e l o p m e n t | J u l i e K e n t
Lesson Plan: Marketing 281
ILSD facilitated by Julie Kent, Hons. B.A, M.L.I.S., Instructional and Research Librarian
OVERVIEW
Finding and using resources and avoiding plagiarism in research for this program is foundational to student success. After
participating in this session learners can:
Find appropriate and relevant resources and information
Find and use the appropriate Research Guide for the Business Program and Marketing
Find and use tools to maintain academic integrity
Locate APA formatting information
The library's Information Literacy Skills Development program adheres to the ACRL Framework for Information Literacy for
Higher Education.
Authority Is Constructed and Contextual
Information Creation as a Process
Information Has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
CONTENT Knowledge Practice or Disposition
INTRODUCTION
AND AGENDA
(4 minutes)
Librarian value statement
Library and Librarian: role in student’s success
Present: path to library home pages, resources, and
tools
In-class activity
Peers present to peers in teach-back activity
Summary
Feedback instrument
GOVERNMENT
DOCUMENTS
(4 minutes)
Provide students with necessary tools and search
syntax to find relevant and appropriate online
government documents, research, blogs, policies,
industry initiative, legislation, etc.
http://www.acoa-
apeca.gc.ca/eng/publications/FactSheetsAndBrochures
/Documents/BMP%20-%20final%20EN_online.pdf
http://www.acoa-
apeca.gc.ca/Eng/publications/FactSheetsAndBrochures
/Pages/How_to_prepare_a_marketing_Plan.aspx
Learners who are developing their
information literate abilities:
assess the fit between an information
product’s creation process and a
particular information need; recognize
that information may be perceived
differently based on the format in which it
is packaged; value the process of
matching an information need with an
appropriate product; understand that
different methods of information
dissemination with different purposes are
available for their use.
LIBRARY HOME
PAGE & BUSINESS
DATABASES
(5 minutes)
1) Present library specific search engine “Search All”,
and search box navigation
2) Execute KEYWORD search and review interface
features and functionality
Business planning
3) Inform students that the business databases are
NOT in the Search All results list.
The information literate student
recognizes issues of access or lack of
access to information sources; understand
that different methods of information
dissemination with different purposes are
available for their use; value the process
of matching an information need with an
appropriate product.
SUBJECT INSTRUCTOR DATE | TIME | LOCATION
Assignment Specific Research
Dig It Delights
Cranbrook Food Action Committee
January 19
10:00 – 11:20 AM
Library Computer Lab
2. 2 | in f o r m a t i o n l i t e r a c y s k i l l s d e v e l o p m e n t | J u l i e K e n t
RESEARCH GUIDE
(5 minutes)
4) Present Business and Marketing Research Guides.
5) Review features and content on relevant page tabs
6) Present access point to Avoiding Plagiarism,
Academic Honesty, and APA citation style guide
The information literate student identifies
a variety of types and format of potential
sources; recognize issues of access or lack
of access to information sources;
determine an appropriate scope of the
investigation; draw reasonable
conclusions based on the analysis and
interpretation of information.
IN-CLASS ACTIVITY
(25 minutes)
1) Students divided into groups
2) Each group given a specific topic relevant to their
assignment
3) Each group executes a search finding specific
resources.
Group 1 – Search ABI/INFORM Global find a peer
reviewed or scholarly article on “marketing plan”. Use
Advanced Search to add appropriate keywords.
(marketing plans) AND (small business) AND (salad
dressing industry) OR (Perishable Prepared Food
Manufacturing)
Group 2 – Search with “Search All” search engine to
find various sources on “business planning”.
Explain: what is a Research Starter?
Differentiate types of sources:
Group 3 – using specific search engine syntax, find
Canadian Government documents on the topic of local
and sustainable products.
site:.gc.ca
site:.gov.bc.ca
Find Canada’s Action Plan for food security
http://www.agr.gc.ca/misb/fsec-seca/pdf/action_e.pdf
Increasing Food Security
http://www.acdi-
cida.gc.ca/INET/IMAGES.NSF/vLUImages/Youth-and-
Children/$file/food-security-strategy-e.pdf
Global Affairs
http://www.international.gc.ca/development-
developpement/priorities-priorites/cfss-
scsa.aspx?lang=eng
The information literacy student accesses
needed information effectively and
efficiently; exhibit mental flexibility and
creativity, understand that first attempts
at searching do not always produce
adequate results; seek guidance from
experts, such as librarians, researchers,
and professionals; persist in the face of
search challenges, and know when they
have enough information to complete the
information task.
3. 3 | in f o r m a t i o n l i t e r a c y s k i l l s d e v e l o p m e n t | J u l i e K e n t
Group 4 – Find company profiles and locate the SWOT
content in Business Source Complete
Kraft Foods Group, Inc.
AGT Food and Ingredients Inc.
Canada Bread Company, Limited
Sun Gro Horticulture Canada Ltd.
Agribrands Purina Canada Inc.
Pinnacle Foods Inc.
Welch Foods Inc.
George Weston Foods Limited
Maple Leaf Foods Inc.
McCain Foods Limited
Bioriginal Food & Science Corp
TEACH BACK | PEER
PRESENTATION
(25 minutes)
Students present their findings to classmates
demonstrating keywords used and resources
accessed
Learners who are developing their
information literate abilities
formulate questions for
research based on information
gaps or on reexamination of
existing, possibly conflicting,
information;
determine an appropriate scope
of investigation;
deal with complex research by
breaking complex questions into
simple ones, limiting the scope
of investigations;
use various research methods,
based on need, circumstance,
and type of inquiry;
monitor gathered information
and assess for gaps or
weaknesses;
organize information in
meaningful ways;
synthesize ideas gathered from
multiple sources;
draw reasonable conclusions
based on the analysis and
interpretation of information.
SUMMARY
(8 minutes)
Review resources and access points
discovered.
Set up next session on Avoiding Plagiarism
Deliver feedback instrument through
University of Alberta Camrose: ILAAP
Learners who are developing their
information literate abilities give credit to
the original ideas of others through
proper attribution and citation;
understand that intellectual property is a
legal and social construct that varies by
culture; cite the contributing work of
others in their own information
production.