Presentation given to Yr 12 students on research skills and establishing PLNS. Sorry, it's fairly sparse from the slides alone, please let me know if you'd like more info on the content of the lesson!
This document provides an overview of different technology tools that can be used in elementary classrooms and libraries, including QR codes, Symbaloo, and various audio and video tools. It discusses how each tool can be used, such as using QR codes for interactive bulletin boards, library books, and scavenger hunts. The document encourages using these tools to create authentic learning experiences and develop digital literacy skills. It also provides some guidance on copyright and previewing online content before student use.
Part of the Indiana University Scholars' Commons Workshop series on Surviving and Thriving in Academia.
This presentation provides tips, examples, and things to consider for organizing research files (primary and secondary resources).
The document discusses using Twitter and Voicethread in the classroom. It provides definitions of key Twitter terms like handles and hashtags. It suggests topics teachers can have students tweet about, such as class news, discussions, and word problems. Voicethread is described as allowing users to upload images and comment online to create interactive discussions. Ways teachers can use Voicethread include for presentations, collaborative projects, and to promote online learning. Signing up procedures and sharing resources are also outlined.
This document provides an overview of features in Moodle that allow students to share resources like links, files, handouts, and websites, as well as build vocabulary glossaries, games, and conduct peer reviews and evaluations. It also describes discussion forums that enable communication beyond the classroom walls and sharing of news and events for the class.
The document provides information about the Wellesley High School library for the fall of 2009 semester. It introduces the library staff and resources available which include over 26 computers, scanners, cameras and digital resources. The goals are to help students identify, evaluate and utilize resources as well as use technology effectively. The library is open Monday-Thursday until 3:45pm and Friday until the same time. Various activities are offered such as a student advisory board and book clubs. The document also provides details about author Truman Capote such as his most famous works, the controversy over origins of "To Kill a Mockingbird", his book "In Cold Blood" and films about his life.
This document provides guidelines for presenting technical material to a non-technical audience. It outlines seven steps for conducting research: identifying and developing a topic, finding background information, using catalogs and indexes to find books and articles, finding internet and audio/video resources, evaluating what is found, citing sources, and applying information. It also discusses establishing relevancy, getting audience involvement, and providing a brief history of the internet to introduce the topic.
The document outlines six rules for becoming a computer genius:
1. Read the screen - pay attention to what is displayed on the computer screen.
2. It's all about words - keywords, tags, and spelling are important for effective searching.
3. Computers are dumb - computers only work because of human programming and input.
4. Think before you compute - carefully plan searches and don't stop thinking critically.
5. There are lots of ways to get information - don't limit searches to just one source.
6. What's online stays online - be aware that anything posted online can remain accessible forever.
This document outlines a three week course on digital literacies for digital learning. Week 1 focuses on content and discusses topics like Wikipedia, copyright, open educational resources and evaluating information. Week 2 covers communication channels, tools for communication like social media, and e-safety. Week 3 is about tools for digital creation such as Animoto, Polleverywhere and Scoop.it. The document also mentions open badges for participation levels in the course and provides information on workshops from Jisc RSC Scotland.
This document provides an overview of different technology tools that can be used in elementary classrooms and libraries, including QR codes, Symbaloo, and various audio and video tools. It discusses how each tool can be used, such as using QR codes for interactive bulletin boards, library books, and scavenger hunts. The document encourages using these tools to create authentic learning experiences and develop digital literacy skills. It also provides some guidance on copyright and previewing online content before student use.
Part of the Indiana University Scholars' Commons Workshop series on Surviving and Thriving in Academia.
This presentation provides tips, examples, and things to consider for organizing research files (primary and secondary resources).
The document discusses using Twitter and Voicethread in the classroom. It provides definitions of key Twitter terms like handles and hashtags. It suggests topics teachers can have students tweet about, such as class news, discussions, and word problems. Voicethread is described as allowing users to upload images and comment online to create interactive discussions. Ways teachers can use Voicethread include for presentations, collaborative projects, and to promote online learning. Signing up procedures and sharing resources are also outlined.
This document provides an overview of features in Moodle that allow students to share resources like links, files, handouts, and websites, as well as build vocabulary glossaries, games, and conduct peer reviews and evaluations. It also describes discussion forums that enable communication beyond the classroom walls and sharing of news and events for the class.
The document provides information about the Wellesley High School library for the fall of 2009 semester. It introduces the library staff and resources available which include over 26 computers, scanners, cameras and digital resources. The goals are to help students identify, evaluate and utilize resources as well as use technology effectively. The library is open Monday-Thursday until 3:45pm and Friday until the same time. Various activities are offered such as a student advisory board and book clubs. The document also provides details about author Truman Capote such as his most famous works, the controversy over origins of "To Kill a Mockingbird", his book "In Cold Blood" and films about his life.
This document provides guidelines for presenting technical material to a non-technical audience. It outlines seven steps for conducting research: identifying and developing a topic, finding background information, using catalogs and indexes to find books and articles, finding internet and audio/video resources, evaluating what is found, citing sources, and applying information. It also discusses establishing relevancy, getting audience involvement, and providing a brief history of the internet to introduce the topic.
The document outlines six rules for becoming a computer genius:
1. Read the screen - pay attention to what is displayed on the computer screen.
2. It's all about words - keywords, tags, and spelling are important for effective searching.
3. Computers are dumb - computers only work because of human programming and input.
4. Think before you compute - carefully plan searches and don't stop thinking critically.
5. There are lots of ways to get information - don't limit searches to just one source.
6. What's online stays online - be aware that anything posted online can remain accessible forever.
This document outlines a three week course on digital literacies for digital learning. Week 1 focuses on content and discusses topics like Wikipedia, copyright, open educational resources and evaluating information. Week 2 covers communication channels, tools for communication like social media, and e-safety. Week 3 is about tools for digital creation such as Animoto, Polleverywhere and Scoop.it. The document also mentions open badges for participation levels in the course and provides information on workshops from Jisc RSC Scotland.
The document provides results from a pre-course survey of CHECET 2013 participants. It includes information on the disciplines of participants, their biggest teaching and learning challenges, their confidence and previous use of technology, and their expectations and interests related to the course. The majority of participants were from health, education, information technology, student learning, and science disciplines. Their biggest teaching challenges included lack of time, student engagement, infrastructure issues, and keeping knowledge up to date. For learning, challenges involved academic skills, juggling responsibilities, access to resources, and engagement. Participants had mixed confidence with various technologies and most had used learning management systems and mobile phones previously. Their main expectations were to better understand available tools and how to use them effectively
This PowerPoint is designed to initiate discussions concerning the proper use of technology and the Internet. It includes computer safey both on and offline, social networking dos and don'ts, ethical use of Internet material including videos, music and printed material, copyright guidelines, methods for checking for plagiarisms.
It's All About the User: Enhancing Discovery with Open Source SoftwareLibraries Thriving
The Ithaca College Library uses SubjectsPlus, an open source product, to manage its resource guides and other aspects of the Library's web site, with the ultimate goal of creating a user-centered web presence. During this presentation, two Ithaca College librarians will demonstrate the flexibility of SubjectsPlus and the freedom it provides in terms of content creation. We will review the use of collected data in web-based resource/service development and address some of the general issues involved in the implementation and maintenance of open source software in a medium sized academic library.
This document discusses open source tools and how they can be used. It provides examples of open source tools like Audacity, Gimp and Wikimedia Commons. It also discusses how social media platforms like Twitter, Facebook, Wordle and Flickr can be used both personally and professionally. The document encourages keeping up to date with new tools and provides tips for deciding what tools to use and how to use them effectively. Contact details are provided for further discussion.
S alvarado revision wk 7 copyright crash coursesalvara85
This document discusses copyright and fair use guidelines for using copyrighted materials. It outlines the differences between implied licenses and express licenses, notes that orphan works lack ownership information, and addresses penalties for copyright infringement. The document also describes the four fair use factors to determine if permission is needed and provides resources for obtaining permission or determining fair use.
2014 egs library workshop_social research methods courseLinda_Kelly
The document summarizes a 2014 library workshop on social research methods. It provides an overview of the three basics covered in the workshop: 1) library contact information and one-stop shops for resources, 2) how to search the library catalog and databases, including Boolean searching, and 3) how to find books and journal articles either with full citations or based on essay topics and subject areas. Examples are given for finding a specific book and journal article. The workshop also covers copyright, plagiarism, and referencing and citation management tools. Attendees are encouraged to contact the librarian for individual research consultations.
The document outlines a 5-step process for managing information: find information, process it, store it, think about what it means, and take action. It provides tips for each step, such as letting information find you, highlighting what's relevant, maintaining one central repository, regularly reviewing information to develop insights, and integrating tasks and sharing interpretations with others. The document stresses enabling information to flow freely and emerge into shared meaning.
Students will be assigned to research different habitats in small groups. Each student will write a story about their favorite animal from their assigned habitat. The stories will be combined into one story per group and presented to the class with pictures. Students will learn to safely navigate websites and work collaboratively to create a digital presentation combining their individual stories.
Search engines are tools designed to help users find relevant web pages by searching for keywords. They work by having huge databases of web page files that are assembled automatically. Some key search engines include Google, Yahoo, and Bing. Search engines can be used educationally to help students find resources for projects and papers. While they are useful for visual and interpersonal learners, auditory, musical, tactile, and intrapersonal learners may benefit less due to a lack of audio content or an individual focus. Overall, search engines have been important learning technologies for students and educators.
This document provides suggestions for planning lessons that go beyond traditional teaching methods and integrate the 4Cs of content, communication, cognition and culture. It recommends rethinking reading materials by having students search for cultural context clues before and during reading. Several apps and websites are described that allow students to annotate texts, create multimedia projects, visualizations and collaborations based on literary works. These techniques aim to motivate students' learning beyond the classroom.
This document provides an overview of a library workshop on research databases. The workshop instructs attendees to log into a database, examine it in groups, and answer worksheet questions. It tests their knowledge of research databases and source types through multiple choice questions. The summary reminds attendees to evaluate the workshop and log off computers before leaving.
The (almost) paperless office thomas vellacott v2WWF Switzerland
Thomas Vellacott outlines a process for effectively managing information in 5 steps: 1) Find information, 2) Process it, 3) Store it, 4) Think about connections and meaning, and 5) Act on insights. He recommends letting information find you from diverse sources, processing it across devices and platforms, regularly reviewing information to develop storylines and gain feedback, and sharing context and interpretations while ensuring security and access.
This document discusses time management, tools, and technology for social media. It provides tips on using time efficiently for social media, recommends browser plugins and applications like Evernote for organizing content. It also introduces relationship management tools like Muckrack and tools for press trips like introducing attendees, suggesting hashtags, and engaging local social channels. The document concludes by noting the presenters and looking briefly to the future of these topics.
Starting the Discussions with Students about Safe and Ethical Use of Technologyejl2
This presentation outlines computer safety, social networking, ethical use of internet material, copyright guidelines, plagiarism and citation. The objective of this presentation is to give teachers a format from which they can begin discussions with students on the safe and ethical use of technology.
The document describes several tools for developing online games and tutorials to teach information literacy skills. It discusses BiblioBouts, an online game where students complete phases like finding and tagging articles to earn points and levels. It also presents tools like Animoto, Google Forms, Voki and Prezi that can be used to create multimedia tutorials and presentations for online or in-person instruction. Finally, it provides examples of how two universities foster a sense of library for distance students through customized online resources and services.
This document outlines assignments for first and second year students that build research and information literacy skills. The assignments include developing a search strategy, becoming familiar with major journals and reference works in their field, improving analysis skills, and learning citation mechanics. Some example assignments are developing a topic map and search statement, finding and analyzing journal articles on a topic using different databases, examining recent journals in their field, finding and analyzing sources on a topic from different reference materials, comparing how research is portrayed in popular media versus scholarly sources, and practicing writing annotated bibliographies and reference lists using proper citation formats.
Recipe for Research Success: Using Tutorials to Teach Information Literacy Sk...Teal Smith
Brief Keynote presentation on using tutorials to teach information literacy at an academic library. Originally displayed in Second Life as part of a poster session organized by Esther Grassian for the UCLA course Information Literacy Instruction: Theory and Practice.
Information Literacy Orientation (Fall, 2012)sbishoptcl
This document provides an overview of the research process and importance of evaluating information sources. It discusses the steps of identifying an information need, developing a topic using background information, creating a research strategy with keywords, finding information using the library catalog, databases and evaluating sources. The research process involves finding reliable information from trustworthy sources and avoiding inaccurate information online. Evaluating sources includes considering the author's credentials, accuracy of information and date of publication.
Conceptions of GIS: implications for information literacyMaryam Nazari
According to Nazari's contextual methodological model emerged from her PhD study, people's conceptions and experiences of a subject/discipline in some real-life contexts, e.g. when learning or teaching the subject, plays a key role in uncovering the competencies learners need to effectively learn the subject and transfer their knowledge to their workplace.
In this presentation, Nazari presents four conceptions of GIS (Geographic Information Science/Systems) as conceived or experienced by a group of GIS educators and students in a joint ODL GIS programme, delivering in the UK and US.
Drawing on the conceptions, she highlights their implications for information literacy in the context of the programme, using and reflecting on the SCONUL model.
Hope you find it useful :)
The document provides results from a pre-course survey of CHECET 2013 participants. It includes information on the disciplines of participants, their biggest teaching and learning challenges, their confidence and previous use of technology, and their expectations and interests related to the course. The majority of participants were from health, education, information technology, student learning, and science disciplines. Their biggest teaching challenges included lack of time, student engagement, infrastructure issues, and keeping knowledge up to date. For learning, challenges involved academic skills, juggling responsibilities, access to resources, and engagement. Participants had mixed confidence with various technologies and most had used learning management systems and mobile phones previously. Their main expectations were to better understand available tools and how to use them effectively
This PowerPoint is designed to initiate discussions concerning the proper use of technology and the Internet. It includes computer safey both on and offline, social networking dos and don'ts, ethical use of Internet material including videos, music and printed material, copyright guidelines, methods for checking for plagiarisms.
It's All About the User: Enhancing Discovery with Open Source SoftwareLibraries Thriving
The Ithaca College Library uses SubjectsPlus, an open source product, to manage its resource guides and other aspects of the Library's web site, with the ultimate goal of creating a user-centered web presence. During this presentation, two Ithaca College librarians will demonstrate the flexibility of SubjectsPlus and the freedom it provides in terms of content creation. We will review the use of collected data in web-based resource/service development and address some of the general issues involved in the implementation and maintenance of open source software in a medium sized academic library.
This document discusses open source tools and how they can be used. It provides examples of open source tools like Audacity, Gimp and Wikimedia Commons. It also discusses how social media platforms like Twitter, Facebook, Wordle and Flickr can be used both personally and professionally. The document encourages keeping up to date with new tools and provides tips for deciding what tools to use and how to use them effectively. Contact details are provided for further discussion.
S alvarado revision wk 7 copyright crash coursesalvara85
This document discusses copyright and fair use guidelines for using copyrighted materials. It outlines the differences between implied licenses and express licenses, notes that orphan works lack ownership information, and addresses penalties for copyright infringement. The document also describes the four fair use factors to determine if permission is needed and provides resources for obtaining permission or determining fair use.
2014 egs library workshop_social research methods courseLinda_Kelly
The document summarizes a 2014 library workshop on social research methods. It provides an overview of the three basics covered in the workshop: 1) library contact information and one-stop shops for resources, 2) how to search the library catalog and databases, including Boolean searching, and 3) how to find books and journal articles either with full citations or based on essay topics and subject areas. Examples are given for finding a specific book and journal article. The workshop also covers copyright, plagiarism, and referencing and citation management tools. Attendees are encouraged to contact the librarian for individual research consultations.
The document outlines a 5-step process for managing information: find information, process it, store it, think about what it means, and take action. It provides tips for each step, such as letting information find you, highlighting what's relevant, maintaining one central repository, regularly reviewing information to develop insights, and integrating tasks and sharing interpretations with others. The document stresses enabling information to flow freely and emerge into shared meaning.
Students will be assigned to research different habitats in small groups. Each student will write a story about their favorite animal from their assigned habitat. The stories will be combined into one story per group and presented to the class with pictures. Students will learn to safely navigate websites and work collaboratively to create a digital presentation combining their individual stories.
Search engines are tools designed to help users find relevant web pages by searching for keywords. They work by having huge databases of web page files that are assembled automatically. Some key search engines include Google, Yahoo, and Bing. Search engines can be used educationally to help students find resources for projects and papers. While they are useful for visual and interpersonal learners, auditory, musical, tactile, and intrapersonal learners may benefit less due to a lack of audio content or an individual focus. Overall, search engines have been important learning technologies for students and educators.
This document provides suggestions for planning lessons that go beyond traditional teaching methods and integrate the 4Cs of content, communication, cognition and culture. It recommends rethinking reading materials by having students search for cultural context clues before and during reading. Several apps and websites are described that allow students to annotate texts, create multimedia projects, visualizations and collaborations based on literary works. These techniques aim to motivate students' learning beyond the classroom.
This document provides an overview of a library workshop on research databases. The workshop instructs attendees to log into a database, examine it in groups, and answer worksheet questions. It tests their knowledge of research databases and source types through multiple choice questions. The summary reminds attendees to evaluate the workshop and log off computers before leaving.
The (almost) paperless office thomas vellacott v2WWF Switzerland
Thomas Vellacott outlines a process for effectively managing information in 5 steps: 1) Find information, 2) Process it, 3) Store it, 4) Think about connections and meaning, and 5) Act on insights. He recommends letting information find you from diverse sources, processing it across devices and platforms, regularly reviewing information to develop storylines and gain feedback, and sharing context and interpretations while ensuring security and access.
This document discusses time management, tools, and technology for social media. It provides tips on using time efficiently for social media, recommends browser plugins and applications like Evernote for organizing content. It also introduces relationship management tools like Muckrack and tools for press trips like introducing attendees, suggesting hashtags, and engaging local social channels. The document concludes by noting the presenters and looking briefly to the future of these topics.
Starting the Discussions with Students about Safe and Ethical Use of Technologyejl2
This presentation outlines computer safety, social networking, ethical use of internet material, copyright guidelines, plagiarism and citation. The objective of this presentation is to give teachers a format from which they can begin discussions with students on the safe and ethical use of technology.
The document describes several tools for developing online games and tutorials to teach information literacy skills. It discusses BiblioBouts, an online game where students complete phases like finding and tagging articles to earn points and levels. It also presents tools like Animoto, Google Forms, Voki and Prezi that can be used to create multimedia tutorials and presentations for online or in-person instruction. Finally, it provides examples of how two universities foster a sense of library for distance students through customized online resources and services.
This document outlines assignments for first and second year students that build research and information literacy skills. The assignments include developing a search strategy, becoming familiar with major journals and reference works in their field, improving analysis skills, and learning citation mechanics. Some example assignments are developing a topic map and search statement, finding and analyzing journal articles on a topic using different databases, examining recent journals in their field, finding and analyzing sources on a topic from different reference materials, comparing how research is portrayed in popular media versus scholarly sources, and practicing writing annotated bibliographies and reference lists using proper citation formats.
Recipe for Research Success: Using Tutorials to Teach Information Literacy Sk...Teal Smith
Brief Keynote presentation on using tutorials to teach information literacy at an academic library. Originally displayed in Second Life as part of a poster session organized by Esther Grassian for the UCLA course Information Literacy Instruction: Theory and Practice.
Information Literacy Orientation (Fall, 2012)sbishoptcl
This document provides an overview of the research process and importance of evaluating information sources. It discusses the steps of identifying an information need, developing a topic using background information, creating a research strategy with keywords, finding information using the library catalog, databases and evaluating sources. The research process involves finding reliable information from trustworthy sources and avoiding inaccurate information online. Evaluating sources includes considering the author's credentials, accuracy of information and date of publication.
Conceptions of GIS: implications for information literacyMaryam Nazari
According to Nazari's contextual methodological model emerged from her PhD study, people's conceptions and experiences of a subject/discipline in some real-life contexts, e.g. when learning or teaching the subject, plays a key role in uncovering the competencies learners need to effectively learn the subject and transfer their knowledge to their workplace.
In this presentation, Nazari presents four conceptions of GIS (Geographic Information Science/Systems) as conceived or experienced by a group of GIS educators and students in a joint ODL GIS programme, delivering in the UK and US.
Drawing on the conceptions, she highlights their implications for information literacy in the context of the programme, using and reflecting on the SCONUL model.
Hope you find it useful :)
From user education to information literacy : changing role of university lib...Tharanga Ranasinghe
A paper presented on 21st March 2008 at National Institute of Library and Information Sciences (NILIS), University of Colombo, Sri Lanka in its' annual research symposium.
This document outlines the key phases of the research process, including the conceptual phase, design and planning phase, empirical and analytic phase, and dissemination phase. It discusses developing a research problem, reviewing relevant literature, formulating hypotheses and theoretical/conceptual frameworks, and defining key terms. The conceptual phase focuses on identifying a research problem, reviewing related literature, developing hypotheses and frameworks to guide the study, and defining important concepts and variables.
This document provides an overview of the topics that will be covered in an Informed Internet Literacy course. The course aims to teach students how to identify, locate, evaluate, and properly use information from the internet to help with research issues and assignments. Students will learn how to determine their information needs, access information efficiently and effectively from sources like libraries, online databases and the internet, evaluate information critically, incorporate information into their own knowledge, and use information ethically. Specific skills that will be developed include online investigations, gathering and synthesizing data, communicating discoveries, and conducting quality research. The document outlines assignments like discussion forums, projects, and a research paper. It also previews discussion topics like blogs, identifying information needs, evaluating
This document discusses using social media in research. It begins by defining social media and providing examples. It then outlines several ways social media can aid research, such as finding information, communicating, collaborating, and building an online identity. Specific tools are discussed that can help with tasks like planning projects, making notes, storing files, academic networking, and disseminating research. Issues around using social media data and measuring impact are also covered. Throughout, the presenter provides her top recommendations for social media tools useful in research.
This document provides an overview of a writing seminar presented by Traci Welch Moritz at Heterick Memorial Library. The seminar covers the seven steps of the research process, including identifying topics, finding background information, evaluating internet sources, using databases to find articles, and citing sources. It also discusses library resources at Ohio Northern University such as Polar and OhioLink that can help students with their research.
Literature Searching For Your Summer Scholarship 2011 - Arts and HumanitiesDeborah Fitchett
An introduction to library resources, including database search skills, to support the UC Summer Scholarship programme in the arts and humanities fields, presented by Janette Nicoll and Cuiying Mu.
This document provides an overview of resources and strategies for research at Heterick Memorial Library. It discusses constructing a research strategy, differentiating between primary and secondary sources, using databases like Academic Search Complete and JSTOR to find scholarly articles, and options for finding books through POLAR, OhioLINK, and interlibrary loan. The document also briefly covers qualitative field research methods like observation, interviews, and surveys. Overall, it aims to aid students in developing effective research techniques for writing annotated bibliographies.
This document provides an overview of resources and strategies for research at Heterick Memorial Library. It discusses developing a research strategy, distinguishing between primary and secondary sources, using the library catalog and databases to find books and articles, and managing references with RefWorks. Guidance is provided on evaluating internet sources and incorporating background research into an annotated bibliography. The librarian emphasizes creating a systematic approach and encourages students to ask for help from library staff.
This document provides an overview of the academic research process and how to cite sources. It discusses what academic research entails, the basic research process steps of organizing, developing topics, evaluating sources, organizing information, and composing drafts. Significant attention is given to evaluating and citing sources using styles like MLA and APA. Links are provided to additional resources for conducting searches, understanding citation styles, and getting research help.
The document provides an overview of resources and strategies for research for an annotated bibliography, including an introduction to using primary and secondary sources, field research methods, databases, and evaluating internet sources. It also outlines the services and collections available at the Heterick Memorial Library, including knowledgeable librarians, RefWorks citation management software, and resources for finding books and articles.
This document provides an overview of resources for conducting research at the Syracuse University Library. It discusses developing a research topic, including choosing an interesting topic, evaluating it, learning background information to develop keywords, and writing a clarifying paragraph. It also covers finding books in the library catalog and accessing both print and electronic books. Finally, it reviews how to use scientific databases like SpringerLink to locate peer-reviewed scholarly journal articles and the legal/news resource LexisNexis. The document emphasizes reading all available information on databases and recognizing the difference between magazines and scholarly journals.
The document discusses information literacy and defines it as the set of skills needed to find, retrieve, analyze, and use information. It emphasizes that information literacy is a survival skill in the digital age, as it teaches people how to learn by understanding how knowledge is organized and how to effectively find and use information. The document also outlines the main steps to conducting successful research, including defining topics, evaluating sources critically, and properly citing sources.
This document provides tips for finding reliable academic information on the web for assignments. It recommends using advanced search features and searching specific scholarly databases and portals rather than only general search engines. Key tips include using Google Scholar and Books, exploring other search engines, and directly accessing trusted gateways and databases rather than relying only on searches. The document cautions that information should always be evaluated for quality and credibility before being cited.
This document provides an overview of resources for students to use when conducting research for an annotated bibliography. It discusses using primary and secondary sources, databases for finding scholarly articles, the difference between general and subject specific databases, interlibrary loans, and RefWorks citation management software. The librarian emphasizes exploring different search techniques and using library resources to develop an effective research strategy.
English 311 english library skill sessions for 3rd year dissertation studentsjo555
This document provides information and tips for students preparing to write a dissertation. It emphasizes that preparation is key, including defining your topic, understanding different resource types, and developing an effective search strategy. Students are advised to search catalogues and discovery tools, use reputable sources, and consider reference management software. The librarian contact information is provided for any additional questions.
This document summarizes a library instruction session on conducting research for TSEM 102: Current Issues in Education: Living and Learning in a Digital Society. The session covered the research process, developing search strategies using keywords, evaluating information sources using the CRAP test, and filling out a worksheet to apply what was learned. The librarian, Laksamee Putnam, led the session and provided her contact information for any additional questions.
Academic Research Strategies
How do I effectively & efficiently do academic research & navigate the college's online library?
This workshop will introduce you to the principles of academic research & show you how to best use the ESC Library resources to find sources & cite
them in your academic papers.
Literature Searching For Your Summer Scholarship 2011 - Science and EngineeringDeborah Fitchett
An introduction to library resources, including database search skills, to support the UC Summer Scholarship programme in the science and engineering fields.
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
This document provides information and tips for conducting research using online sources for a composition course. It discusses evaluating the reliability of web sources using criteria like accuracy, authority, currency, objectivity and coverage. Tips are provided for searching smarter using subject directories, open access journals, library databases and services. The document also covers evaluating sources using date, author credentials and domain names, as well as using search techniques like Boolean operators and exact phrases.
This document outlines an agenda for a library instruction session on researching aging topics. It includes discussions of peer-reviewed vs popular sources, formulating searches using keywords and synonyms, finding books and articles, and citing sources. Students are then instructed to practice searches on their own research topics and document their findings. Contact information is provided for the librarian and reference desk for any questions.
Similar to Research Skills and Information Literacy (20)
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Research Skills and Information Literacy Skills, tools, frameworks and networks
2. Independent learning What sort of learner are you? Visual Auditory Kinaesthetic Research skills Using information searching evaluating questioning recording sharing presenting
10. Aggregator Pages use gadgets to keep you updated on your most-used services Use RSS readers to keep up with all the sites you follow, in one place Twitter in school! Keeping up
11. Evernote Store text, images video, everything Keep track of bibliographical data Tag your notes See your notebooks contents at a glance Browse by tag Sort your notes into notebooks