Workshop for UCLA Teaching Assistants and others on how to incorporate information literacy (including critical thinking) into their curricula and assignments.
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
A short presentation on how online personal learning networks can enrich face-to-face exchanges (e.g., departmental, district, conference PDs) and expand opportunities for collaborative professional development.
Introduction to information literacy--history, what it is, its significance, for MLIS students at the UCLA Graduate School of Education & Information Studies, Information Studies Department
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
A short presentation on how online personal learning networks can enrich face-to-face exchanges (e.g., departmental, district, conference PDs) and expand opportunities for collaborative professional development.
Introduction to information literacy--history, what it is, its significance, for MLIS students at the UCLA Graduate School of Education & Information Studies, Information Studies Department
Annual UCLA College Library workshop for high school & community college librarians in the L.A. area, this year featuring Kenley Neufeld, Library Director, Santa Barbara City College. Esther Grassian also speaking on the UCLA Library, new/updated information tools, & library cards for AP high school & community college students.
Information Literacy Instruction topics and exercises for Teaching Assistants to use, in order to help their undergraduate students improve their skills at identifying, locating, evaluating, and using information effectively and ethically.
Introduction to information researching for community college students in this UCLA Academic Advancement Program (AAP): Summer Transfer Enrichment Program (STEP). These students are taking classes at UCLA during the summer and may transfer to UCLA in another year.
Advancements in learning technologies are being driven from an increasing diversity of domains of practice and research. The “open” agenda – open architecture, open source, open standards, open access, open learning, open networks, open data, and open educational resources – is very much at the forefront of these advances for a growing international community of practice. While this agenda is valued highly in the education sector, openness is not the only driver of change or innovation with ICT. Social media continues to shape the nature of much engagement online and the late 20th century mantra that “content is king” is giving way to a fresh focus on so-called “21st century skills” and competencies where digital literacy is as important as critical thinking and problem solving. Meanwhile, discourses on sense-making and developments in knowledge management and knowledge-sharing infrastructures continue to inform the theory and practice of e-learning. This presentation acknowledges these trends and a broad range of narratives that track the evolution of e-learning as a means of contextualising a frontier ready for further technological innovation: the stimulation and support of questioning online. In particular, research into why-questioning is highlighted. Why? Because the semantics involved typically involve ambiguity, dialog or further inquiry. More specifically, investigation into why-questioning reveals that the object it seeks is explanatory content – and content that can be characterized as such presents a number of challenges for learning technology design.
UBC LLED 469: RESOURCE BASED TEACHING
Module 1: Presentation moves thinking to alternatives to textbooks, especially using inquiry in classrooms and school libraries
Search, citation and plagiarism: skills for a digital age have to be taught!CIT, NUS
By N. Sivasothi
A "writing workshop" of three 24-hour essays is integrated into a first year core module (biodiversity) and a personal statement and field report are requirements of a popular second year elective (ecology).
General and specific feedback is provided by motivated TAs to students in groups and individually. Offered both semesters, the typical enrolment is about 200 students. It had became clear that skills for a digital age had to be specifically taught to enhance scholarship. Some of those lessons are discussed here.
Besides the slew of tips for conducting an effective Google search, an ability to adapt the vocabulary of specific disciplines and an evaluation of site credibility are important skills.
Learning and understanding citation of sources in detail has turned out to be key in ensuring an appreciation and differentiation of the diversity of resources available online. This helps eliminate unintended plagiarism (which we evaluate using Turnintin) and facilitates an understanding of scholarship.
Other basics which require exploration are Creative Commons for use of digital resources, Wikipedia as a jump start rather than a primary resource, the quick way to invoke NUS Digital Library access to journals and the basics of email etiquette.
While our writing workshops were initiated to emphasise the critical basics of clear and effective writing, a critical component will be digital skills.
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
Workshop for new TAs at UCLA, to help them improve their undergraduate students' information literacy skills, and to provide the TAs with researching tips for grad students
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
Third Mondays - Research Seminars - Philippa Levy - November 2008cilass.slideshare
Title: “I feel like a grown-up person”: first year undergraduates’ experiences of inquiry and research.
Professor Philippa Levy, Academic Director, CILASS, University of Sheffield.
How do students experience inquiry and research in their first undergraduate year? What role does this experience play in the construction and evolution of their identities and intellectual development as learners? What can we learn from their experiences to inform the development of inquiry-based approaches to educational practice? This seminar will explore these questions through a presentation of some of the findings of a longitudinal, qualitative study of undergraduate students’ experiences of inquiry as they progress through arts and social sciences degree programmes at the University of Sheffield.
Annual workshop for high school and community college librarians in the LA area. Includes demo & discussion of uses of Wikipedia, other 'pedias, YouTube, and other Tubes in information literacy instruction.
Annual UCLA College Library workshop for high school & community college librarians in the L.A. area, this year featuring Kenley Neufeld, Library Director, Santa Barbara City College. Esther Grassian also speaking on the UCLA Library, new/updated information tools, & library cards for AP high school & community college students.
Information Literacy Instruction topics and exercises for Teaching Assistants to use, in order to help their undergraduate students improve their skills at identifying, locating, evaluating, and using information effectively and ethically.
Introduction to information researching for community college students in this UCLA Academic Advancement Program (AAP): Summer Transfer Enrichment Program (STEP). These students are taking classes at UCLA during the summer and may transfer to UCLA in another year.
Advancements in learning technologies are being driven from an increasing diversity of domains of practice and research. The “open” agenda – open architecture, open source, open standards, open access, open learning, open networks, open data, and open educational resources – is very much at the forefront of these advances for a growing international community of practice. While this agenda is valued highly in the education sector, openness is not the only driver of change or innovation with ICT. Social media continues to shape the nature of much engagement online and the late 20th century mantra that “content is king” is giving way to a fresh focus on so-called “21st century skills” and competencies where digital literacy is as important as critical thinking and problem solving. Meanwhile, discourses on sense-making and developments in knowledge management and knowledge-sharing infrastructures continue to inform the theory and practice of e-learning. This presentation acknowledges these trends and a broad range of narratives that track the evolution of e-learning as a means of contextualising a frontier ready for further technological innovation: the stimulation and support of questioning online. In particular, research into why-questioning is highlighted. Why? Because the semantics involved typically involve ambiguity, dialog or further inquiry. More specifically, investigation into why-questioning reveals that the object it seeks is explanatory content – and content that can be characterized as such presents a number of challenges for learning technology design.
UBC LLED 469: RESOURCE BASED TEACHING
Module 1: Presentation moves thinking to alternatives to textbooks, especially using inquiry in classrooms and school libraries
Search, citation and plagiarism: skills for a digital age have to be taught!CIT, NUS
By N. Sivasothi
A "writing workshop" of three 24-hour essays is integrated into a first year core module (biodiversity) and a personal statement and field report are requirements of a popular second year elective (ecology).
General and specific feedback is provided by motivated TAs to students in groups and individually. Offered both semesters, the typical enrolment is about 200 students. It had became clear that skills for a digital age had to be specifically taught to enhance scholarship. Some of those lessons are discussed here.
Besides the slew of tips for conducting an effective Google search, an ability to adapt the vocabulary of specific disciplines and an evaluation of site credibility are important skills.
Learning and understanding citation of sources in detail has turned out to be key in ensuring an appreciation and differentiation of the diversity of resources available online. This helps eliminate unintended plagiarism (which we evaluate using Turnintin) and facilitates an understanding of scholarship.
Other basics which require exploration are Creative Commons for use of digital resources, Wikipedia as a jump start rather than a primary resource, the quick way to invoke NUS Digital Library access to journals and the basics of email etiquette.
While our writing workshops were initiated to emphasise the critical basics of clear and effective writing, a critical component will be digital skills.
TMPH Fa14 Week 5: Alternatives to LecturePeter Newbury
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
Workshop for new TAs at UCLA, to help them improve their undergraduate students' information literacy skills, and to provide the TAs with researching tips for grad students
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
Third Mondays - Research Seminars - Philippa Levy - November 2008cilass.slideshare
Title: “I feel like a grown-up person”: first year undergraduates’ experiences of inquiry and research.
Professor Philippa Levy, Academic Director, CILASS, University of Sheffield.
How do students experience inquiry and research in their first undergraduate year? What role does this experience play in the construction and evolution of their identities and intellectual development as learners? What can we learn from their experiences to inform the development of inquiry-based approaches to educational practice? This seminar will explore these questions through a presentation of some of the findings of a longitudinal, qualitative study of undergraduate students’ experiences of inquiry as they progress through arts and social sciences degree programmes at the University of Sheffield.
Annual workshop for high school and community college librarians in the LA area. Includes demo & discussion of uses of Wikipedia, other 'pedias, YouTube, and other Tubes in information literacy instruction.
Pinterest Basics for Librarians -- BibliographyEsther Grassian
Selected articles and other items in support of the ACRL Virtual Worlds & Interest Group (VWIG) program held in the 3D virtual world of Second Life on 18 Aug 2013. Email estherg@ucla.edu if you have any questions.
ACRL Virtual Worlds & Interest Group program held in the 3D virtual world of Second Life on 18 Aug 2013. IMPORTANT: Open in Notes view to see the script of this presentation. Email estherg@ucla.edu if you have any questions.
Guest session: Introduction to information literacy for UCLA MLIS students in IS245 course taught by Mary Maack. Download and view this slide show in NOTES view in order to see the entire content.
Keynote address for LOEX of the West 2012 Conference, Burbank, CA, June 7, 2012. Going beyond gentle advocacy in order to publicize, promote and showcase information literacy instruction and librarians.
Presentation in Second Life on how to publish a book, for the Community Virtual Library's Book Fair. (Note: After downloading, select "Notes" view to see text of presentation.)
Introduction to information researching and critical thinking for an undergraduate UCLA English composition course focused on a UC (University of California) education.
Introduction to information researching for a UCLA Freshman course, "Frontiers in Human Aging." This seminar is titled: Protecting Older Adults: Violence, Crime, Safety, and Prevention.
Introduction to information researching and critical thinking for a UCLA Freshman GE Cluster course, "Frontiers in Human Aging." This seminar focuses on arts and humanities in relation to aging (ageing). (To see the text of this session, view the Notes pages after downloading this slide show.)
Second Life for Texas Library Association Conference 4 14 10Esther Grassian
Panel presentation for Texas Library Association Conference, held in San Antonio, Texas on Friday, April 16, 2010. Panel session title: "Second Life Implementation in Academic Libraries."
Welcome comments for the co-sponsored ACRL CARL SEAL and LILi STEM (science, technology, engineering and math) information literacy, held at California State University, Northridge and in Second Life on December 4, 2009.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. Agenda
LibGuide
Top Teaching Topics
Others, as time permits
Online & In-Person Student Help
Help for TAs/Instructors
Questions Welcome!
7
6. Web 2.0 Critical Thinking
“Evaluating Web Content”
“Thinking Critically About Web 2.0 &
TOPICS Beyond”
Online
Student Help
11
7. Top Topics
1. Effective Database Selection &
Searching
2. Google Advanced & Google Scholar
3. Broadening/Narrowing Research Topic
Online Student
Help
12
9. Topic Broadening
Hispanic women 85 and older in LA
need protection from abuse in nursing
TOPICS homes.
Online Student
Help
14
10. Key Topic Words
Hispanic Women
85 and older
TOPICS
L.A.
Abuse
Online
Student
Help
Nursing homes
15
11. Related Words/Concepts
Latin*; Chican*
TOPICS
Senior Citizen*; Elderly
California; Los Angeles
Online Neglect; Violen*
Student
Help Long-Term Care
16
13. Topic Narrowing
Broad topic: Immigration
Limiters…
TOPICS Timeframe: 1940s – 1950s
Geographic Region: California
Online Person/Group: Braceros
Student Help
Event/Aspect: Living conditions
19
14. Topic Sentence/Argument
“Poor living conditions for Braceros did
not improve over a 10-year period they
TOPICS
worked in California, from the 1940s to
the 1950s.”
20
15. Online Help…
Road to Research: Starting Points
OWL: Prewriting (Invention) General
Questions
TOPICS
OWL: More Prewriting (Invention)
Questions
Online
Student
Help
22
24. Which Database?
Subject Matter?
Time Period?
Publications?
TOPICS
Online
Student Help
33
25. Web of Science
Topics: Sciences, Social Sciences, Arts
& Humanities
Materials: Articles (from 5300
TOPICS
Journals), Book Chapters
Time: 1900+ (sciences)
Online
Student
Help
34
27. Get Copies
Online Copy
Paper Copy
Request a FREE Copy
TOPICS
Online
Student Help
37
28. Key Points
Pick Useful Database
Can search, display, save
Look for…
Online Help
TOPICS
Boolean Operators
Online Truncation (Wild Card) Symbols
Student
Help Descriptors/Subjects (controlled vocab)
DON’T PAY FOR ARTICLES!!
38
29. Online Student Help
Assignment Calculator
Road to Research
Research Paper Planner
TOPICS
Online
Student Help
39
30. More Help for Undergrads…
Academics in The Commons Workshops
(Covel Commons)
½ hour Research Appointments
(through MyUCLA Workshops)
Questions? Ask Us!
TOPICS
Online Student
Help
40
31. Plagiarism
What it is & how to avoid it
Why to cite
How to cite
TOPICS
Online
Student Help
41
32. Plagiarism = unacknowledged
or unintentional use of
another’s words and/or ideas
TOPICS
Online Student
Help
42
33. Avoiding Plagiarism
Citation, except “Common Knowledge”
Quote
Summarize
Paraphrase
TOPICS
OWL (Purdue): How to paraphrase
Online Student
Help
43
34. Why cite?
Show Evidence
Give Credit
“Breadcrumbs”
“friendofdarwin’s Darwin Poster” (video)
TOPICS “EPIC 2015” (video)
Online
Student Help
44
35. How to Cite
“Which is Which?” (exercise)
Road to Research: Plagiarism (tutorial)
Road to Research: Citation (tutorial)
TOPICS
Online Student
Help
45
Before we beginCan you go around the room, say your name, your department, & the course you’re TAingfor, if you knowThanks!
I designed this workshop for you—Teaching Assistants1 imp reason for doing this is that we teach lots of classes for many depts—there’s growing demand for them & there are only 6 CL librarians, 1 librarian for 4292 undergrads, & w/budget cuts, we may not be able to meet all of the demand
What is Info Lit or IL?Many different definitions, but basically, it’s the ability to identify, locate, evaluate & use information effectively & ethicallySo, one of the main goals of this session is to provide you with some ILtips and techniques you can use with your own students, inclass or as assignmentsIt’ll save you time & hopefully result in stronger papers, as well as improved information researching & critical thinking skills among your students
We’re going to start by trying out a web critical thinking exercise I’ve used in undergrad courses I’ve taught, and then go on to other topics … OK—ARE YOU READY?As you probably know, many students think they’re really good at researching because they use Google & WikipediaBecause of the vast quantities of Web sites, blogs & other information available through the web, & their uneven quality, though, it’s important to keep in mind some critical thinking questions about all kinds of information...
… For critical thinking about blogs and social networking sites too…Cohen, Laura, and Trudi Jacobson. 2008. “Evaluating Web Content.” [Online]. Available: http://library.albany.edu/usered/eval/evalweb/ [Cited February 28, 2008]Web 2.0 guide: http://www2.library.ucla.edu/libraries/college/11605_12008.cfmAgain, you could set up a wiki and ask groups of students to review some blogs or social networking sites, & come up with their own evaluation criteriaQUESTIONS? READY TO GO ON?OK—LET’S GO BACK TO THE LIST & PICK ANOTHER TOPIC…
These are the othertop topics you wanted to learn about from the survey resultsEffective db selection & searchingGoogle & Google Scholar advanced searching & other Google ToolsBroadening/Narrowing Research TopicWHICH OF THESE WOULD YOU LIKE TO DO NEXT?THEN WE’LL COME BACK TO THIS LIST & PICK ANOTHER TOPICShow of hands for each topic…
Selecting a researchable topic can be difficult for undergradsSome pick research paper topics that are much too narrow, while others pick very broad topicsWe’ll try 2 different exercises & talk about some worksheets students can use for this purposeThen I’ll show you some help in an online tutorial, the Road to Research, w/links to other sites like OWL, Purdue’s Online Writing Lab
Braceros were Mexicans who contracted to work in the U.S. under the U.S./Mexican Bracero Program, instituted in 1942.
Taking all of the limiters into account, here’s a possible argument or topic sentence for a research paper. If the student finds too much information, the timeframe could be shortened, or students could compare date from one year to another.If there’s too little information, the timeframe could be broadened.
NOW—PART 2: After modeling this approach, I’ve divided the class into small groups and given them all the same broad topic—e.g., DRUG LAWSI give them about 5 minutes to identify some limiters on this topic & come up with a topic sentence or argumentThen I have the groups report back & it’s a real aha moment for many students, as each group comes up with dif limiters & research questionsAs AN OPTIONAL PART 3:when I’m teaching a credit course, I ask each student to fill out a worksheet with room for 2 possible research paper topics.They must list some limiters for each one, and then come up with a topic sentence or argument for eachThey turn in the worksheet & I pick one of the two for them to use for a research paper, with comments, if their topic is still too broad or too narrow.So, those are 2 in-class exercises for topic narrowing/broadeningWe also have some online help you could assign instead…
More on catalogs…On beyond UCLA Library Catalog…Next Gen MELVYL – In dev, may replace MELVYL Catalog at some pointWorldCatILLTips for finding book chapters: Google Books; Amazon Search within a book; Google searchQUESTIONS? Back to Topics
MAGAZINES V. JOURNALS & SCHOLARLY PUBLISHING PROCESS…Ok, now let’s assume your students have research topics & need to find articles--what next?Well we can probably also assume that they’re going to go to Google and Wikipedia, automaticallyThey may think that’s all they need to do, and they may not understand what you mean when you ask them to look for scholarly journal articles.They probably don’t know what “peer-reviewed” means, and the word ‘article” could mean a web page to them.So, I’m going to show you a comparison table, as well as a couple of in-class ways to help your students learn the differences between magazines (popular publications) and journals, I’ll follow up with a brief analogy to help students grasp the scholarly communication process.Then we can pick a db & search it as an example
Now I’m going to show you a way to model database selection & searching for your students, as they follow along & as you ask questions to get them think throughout
Plagiarism is all too common these days, as students may copy & paste from web sites, or even from article abstracts onlineThey may not be aware of intellectual property or they may disregard itImportant to talk with students about… What plagiarism is & how to avoid it Why to cite How to cite
Figure out what you need to acknowledge—words or ideas of othersCite themDo not need to cite “common knowledge,” though this can be date-specific—e.g., what is a cellphone is now commonly understood, but wasn’t when cellphones were first introducedCan quote, summarize or paraphrase, but all need to include citationHow to Paraphrase—OWL: http://owl.english.purdue.edu/owl/resource/619/01/
Why cite?1. Show evidence to support your arguments2. Give credit to show respect for others’ intellectual property3. Allow others to find your evidence & see if they agree with your interpretation or use of it to support your arguments4. You may also want to use some short videos in class & then discuss them—e.g., “friendofdarwin’s Darwin Poster” (5:15) http://www.youtube.com/watch?v=f_iJb2AeL4U And “EPIC 2015” (8:56) http://www.youtube.com/watch?v=OQDBhg60UNI
Need to know what kind of material you’re citing—many students confused by this“Which is Which?” exercise can help, esp if you follow it up by asking students to find the more problematic items in the Library Catalog—e.g., book chaptersLet’s go to the exercise so you can see where it is—Lib Guides “Exercises & Handouts” page: http://guides.library.ucla.edu/content.php?pid=33500&sid=263583Road to Research/Road Etiquette/Plagiarism offers lessons & exercisesRoad to Research/Road Etiquette/Citation
Ok—GS: HOW MANY OF YOU HAVE USED IT?It’s a single database that allows you to search for some books and some articlesI always tell students to use whatever is helpful, but question everything… Some people are skeptical about using it because Google doesn’t reveal its scope—new article: Jasco 11/1/09 LJ: “GS’s Ghost Authors, Lost Authors & Other Problems”: http://www.libraryjournal.com/article/ca6698580.htmlTaking off from Nunberg 8/31/09 Chronicle of Higher Ed: “Google’s Book Search: A Disaster for Scholars” http://chronicle.com/article/Googles-Book-Search-A/48245/GS ignored metadata provided by publishers & developed their own crawlersExample of problem: Go to GS/Advanced Search/Written by:login (10,200)P Options=Payment Options; from TOCs: B MethodsDefinitely skews citation counts… & messes up authorship In addition…
We don’t know which periodicals it indexes, how far back they go, or which books it listsWe also don’t know what its ranking algorithm is—what makes some items pop up to the topWhat we do know is that Google draws some of its periodical results from free databases like PubMed and ERIC, both paid for by our tax dollars, but freely available to everyone Some UCLA students also don’t realize that the reason they can get many articles for free through GS is that the UCLA Library pays for subscriptions to many online periodicalsThese are all important caveats to pass along to your studentsBUT, there are some handy tricks and tips you can use with GS to improve your results
PREFERENCES:For off-campus searching—set for UCLA so can get articles for free through Library (UC-eLinks)ADVANCED SEARCH: Can limit to a disciplinary areaCan do a more exact searchDate range; published in particular journal; written by… Let’s search for “critical thinking” “information literacy” (8,380)….RECENT ARTICLES: Not just articles… Back to 1991Restrict to SINCE 2005 (3,710)RANKING? #1 (“What and who…”) pub 2007, cited by 19; #2 Information Literacy Instruction, pub. 2010, cited by 90; #3 IL, Caravello, cited by 3 & pub in 2008TIMES CITED: Q—how accurate & up to date is this figure? Basically, it’s times cited in GS database, which is not comprehensive… But again, it can be helpfulQ’S? BACK TO TOPICS…
OK--how do you apply all of this for yourself, when you teach your own course? For several years, I worked with Ph.D. students from many dif disciplines who were taking the CUTF seminars with the late Peter Kollock…I suggested IL enhancements to some of their syllabi & other librarians did too I thought you might like to see some excerpts from one of those syllabus that I’ve gotten permission to share—see handout… [IF TIME PERMITS, GO OVER IT…]If anyone’s interested in seeing the entire syllabus, please email meQUESTIONS?
Just 2 last things—These are students from Lisa Gerrard’s English Comp class in Second Life, in front of the UCLA Library, along with my avatar, Alexandria KnightIf any of you are interested in virtual worlds, I’d be happy to talk with you about bringing your students to SL, critical thinking & other exercises you can conduct there, and even teaching classes in SL, as Lisa and others do.AND, if there’s a group of Tas in your dept. who want to have this workshop, let me know & we can set it up