Types of Information
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Types of information available through an academic library
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LIBR1101 syllabus spring 2017
This document provides the syllabus for a Fundamentals of Information Literacy course at Georgia Southwestern State University. The syllabus outlines the course description, learning outcomes, assignments, grading scale, and class schedule. The course explores information literacy concepts and teaches students to acquire, evaluate, organize and present information. Assignments include discussion posts, evaluating sources, and a final project. The course utilizes the online learning platform GeorgiaVIEW and aims to help students develop lifelong information literacy skills.
Final project spring 2017
This document outlines the requirements for a final project worth 50% of the grade for a Spring 2017 LIB1101 course. Students must use one or more web 2.0 tools to create a project showing how information impacts their lives as college students, including examples of different types and delivery methods of information. The project must be publicly accessible online without login. A one-page reflection paper on the process is also required. The project is due February 27th at 11:59pm.
Information literacy
This document defines and discusses information literacy. It states that information literacy is the ability to recognize when information is needed and locate, evaluate, and effectively use that information. An information literate person can determine their information needs, access and understand various information sources, and use information to solve problems and make intelligent decisions. The document outlines the goals of information literacy instruction, which include teaching students how to formulate research questions, develop search strategies, evaluate information, and use information ethically.
Information Anxiety
This document discusses the problems of information overload, anxiety, and lack of skills that individuals face due to the massive amounts of data available from various sources such as newspapers, the internet, television, and other people. It notes that the amount of information in a single day's edition of The New York Times contains more information than people were likely to encounter in their entire lifetime in the 17th century. The document proposes that individuals need to learn how to better manage, organize, prioritize, and selectively consume information to avoid feeling overwhelmed. The goal is to help people improve their ability to effectively use information.
2.0
Web 2.0 refers to second generation of the World Wide Web that focuses on user-generated content, usability and interoperability for users to interact and collaborate. It involves a movement from static web pages to dynamic and shareable content through social media and networking. Web 2.0 is defined by how people use the internet, not changes in internet technology. Examples of Web 2.0 tools that support collaboration include blogs, wikis, social bookmarking/tagging, YouTube, Facebook and Twitter. Both benefits and challenges of adopting Web 2.0 tools in education are discussed.
Scholarly vs Popular Journal Articles
This document outlines the key differences between scholarly and popular journals. Scholarly journals are usually published by professional societies, have peer reviewers listed, use discipline-specific language, include references and statistics, and provide in-depth coverage of new research. Popular journals are written for general audiences, have catchy graphics and short articles without citations, and aim to entertain and promote viewpoints. Electronic resources with subject-specific indexes and longer articles with footnotes are more likely to contain scholarly articles.
Fake news1
This document provides a 10-step process for identifying fake news. The steps include performing a visual assessment of the website, checking if the news outlet is well-known, examining the web domain for suspicious endings, reviewing the "About" section for details on the organization, identifying the author and searching for them online, analyzing the central message for bias, checking for spelling and grammar errors, evaluating the sources and quotes used, searching for other reports on the topic, and checking the story with fact-checking websites. Following these steps allows readers to determine if a news story is more likely true or false.
Recommended
LIBR1101 syllabus spring 2017
This document provides the syllabus for a Fundamentals of Information Literacy course at Georgia Southwestern State University. The syllabus outlines the course description, learning outcomes, assignments, grading scale, and class schedule. The course explores information literacy concepts and teaches students to acquire, evaluate, organize and present information. Assignments include discussion posts, evaluating sources, and a final project. The course utilizes the online learning platform GeorgiaVIEW and aims to help students develop lifelong information literacy skills.
Final project spring 2017
This document outlines the requirements for a final project worth 50% of the grade for a Spring 2017 LIB1101 course. Students must use one or more web 2.0 tools to create a project showing how information impacts their lives as college students, including examples of different types and delivery methods of information. The project must be publicly accessible online without login. A one-page reflection paper on the process is also required. The project is due February 27th at 11:59pm.
Information literacy
This document defines and discusses information literacy. It states that information literacy is the ability to recognize when information is needed and locate, evaluate, and effectively use that information. An information literate person can determine their information needs, access and understand various information sources, and use information to solve problems and make intelligent decisions. The document outlines the goals of information literacy instruction, which include teaching students how to formulate research questions, develop search strategies, evaluate information, and use information ethically.
Information Anxiety
This document discusses the problems of information overload, anxiety, and lack of skills that individuals face due to the massive amounts of data available from various sources such as newspapers, the internet, television, and other people. It notes that the amount of information in a single day's edition of The New York Times contains more information than people were likely to encounter in their entire lifetime in the 17th century. The document proposes that individuals need to learn how to better manage, organize, prioritize, and selectively consume information to avoid feeling overwhelmed. The goal is to help people improve their ability to effectively use information.
2.0
Web 2.0 refers to second generation of the World Wide Web that focuses on user-generated content, usability and interoperability for users to interact and collaborate. It involves a movement from static web pages to dynamic and shareable content through social media and networking. Web 2.0 is defined by how people use the internet, not changes in internet technology. Examples of Web 2.0 tools that support collaboration include blogs, wikis, social bookmarking/tagging, YouTube, Facebook and Twitter. Both benefits and challenges of adopting Web 2.0 tools in education are discussed.
Scholarly vs Popular Journal Articles
This document outlines the key differences between scholarly and popular journals. Scholarly journals are usually published by professional societies, have peer reviewers listed, use discipline-specific language, include references and statistics, and provide in-depth coverage of new research. Popular journals are written for general audiences, have catchy graphics and short articles without citations, and aim to entertain and promote viewpoints. Electronic resources with subject-specific indexes and longer articles with footnotes are more likely to contain scholarly articles.
Fake news1
This document provides a 10-step process for identifying fake news. The steps include performing a visual assessment of the website, checking if the news outlet is well-known, examining the web domain for suspicious endings, reviewing the "About" section for details on the organization, identifying the author and searching for them online, analyzing the central message for bias, checking for spelling and grammar errors, evaluating the sources and quotes used, searching for other reports on the topic, and checking the story with fact-checking websites. Following these steps allows readers to determine if a news story is more likely true or false.
Medical, social science, & business databases
The document compares Google/the internet to library databases. While information on the internet can be added and edited by anyone with little control over accuracy and relevance, library databases contain subject-specific, peer-reviewed information curated by experts. Library databases provide narrow, relevant results on specific topics and include databases for health, psychology, nursing, business and more.
OER and info lit
This document discusses open educational resources (OER) and their role in information literacy. It defines OER as teaching materials that can be freely used and modified. The document outlines different types of OER like online courses, textbooks, and learning objects. It also discusses benefits like reduced costs, relevance, and flexibility for students. Challenges include issues of quality, copyright, and organizational change. The presenter describes how they developed OER for an information literacy course using a LibGuide platform and received positive feedback from students. Links and references are provided for additional OER resources and information.
Literacy charity infographic
Information literacy for health care providers involves 5 key concepts: 1) defining information needs, 2) accessing information efficiently and effectively, 3) critically evaluating information sources, 4) using information individually or collaboratively for specific purposes, and 5) understanding issues relating to ethical and legal information access and use.
OER and Information Literacy
This document summarizes a presentation about open educational resources (OER) and information literacy. It defines OER as teaching materials that can be freely used and reused without charge. It discusses various types of OER like open online courses, textbooks, and content modules. Benefits include reduced costs for students and increased engagement. Challenges include issues of quality, sustainability, and organizational change. The presentation explores how OER can support information literacy goals and describes examples of OER materials for information literacy, including a LibGuide and open textbook from SUNY. Assessment activities and assignments using OER in an information literacy course at Georgia Southwestern State University are also mentioned.
Library instruction student learning outcomes
This document outlines student learning outcomes for a library instruction course. It includes 4 main learning outcomes: 1) defining a research topic, 2) locating relevant information using the library catalog and databases, 3) understanding library services and policies, and 4) using the library website to access information and resources. The outcomes cover skills like formulating research questions, identifying keywords, using the physical and online collections, and comprehending circulation and reference services.
Oer in the classroom
This document discusses open educational resources (OER) and their use in the classroom. It begins by defining OER as teaching and learning materials that can be freely used and reused without charge. It then outlines some of the benefits of OER, such as reduced costs for students and increased flexibility. However, it also notes challenges like questions around quality and sustainability. The document provides examples of different types of OER like open online courses, open textbooks, and open media. It concludes by describing some OER projects at the author's university and advocating for continued development and adoption of OER.
Final project spring 2016
1. The final project for the LIB1101 Spring I 2016 course is due on February 29, 2016 at 11:59 pm. It is worth 50% of the student's final grade.
2. For the project, students must use one or more web 2.0 tools to create a final project that shows how information impacts their life as a college student. The project must be available online without needing to log in.
3. Students are asked to use the tool to demonstrate or explain how information affects their daily life as a college student, considering the different ways they receive and use information. Past projects have included blogs, wikis, videos, Pinterest, and YouTube.
Task definition
This document provides guidance on defining a task or problem by asking essential questions. It advises asking questions about the assignment, what needs to be known, and what the problem is. Essential questions probe for deeper meaning and set the stage for further inquiry. They should be open-ended, non-judgmental, meaningful and purposeful. The document also lists techniques for identifying topics like brainstorming, concept maps, and reviewing background materials. It suggests using a graphic organizer to identify the main topic and related ideas.
GaETC
The document discusses information literacy in the context of Web 2.0 technologies. It defines information literacy and explains how the concept has evolved from simply using references to find information to encompassing digital, visual, and other literacies. The document outlines frameworks for information literacy and relates it to classroom skills. It provides examples of how Web 2.0 tools can support various steps of information literacy models like the Big 6 and Super 3, including for planning, accessing information, synthesizing, and evaluating. Web 2.0 tools are also mapped to Bloom's taxonomy to show their alignment with higher-order thinking skills.
2.0
Web 2.0 refers to second generation of the World Wide Web that focuses on user-generated content, usability and interoperability for users to interact and collaborate. It involves a movement from static web pages to dynamic and shareable content through social media and networking. Web 2.0 is defined by how people use the internet, not changes in internet technology. Examples of Web 2.0 tools that support collaboration include blogs, wikis, social bookmarking/tagging, YouTube, Facebook and Twitter. Both benefits and challenges of adopting Web 2.0 tools in education are discussed.
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Medical, social science, & business databases
The document compares Google/the internet to library databases. While information on the internet can be added and edited by anyone with little control over accuracy and relevance, library databases contain subject-specific, peer-reviewed information curated by experts. Library databases provide narrow, relevant results on specific topics and include databases for health, psychology, nursing, business and more.
OER and info lit
This document discusses open educational resources (OER) and their role in information literacy. It defines OER as teaching materials that can be freely used and modified. The document outlines different types of OER like online courses, textbooks, and learning objects. It also discusses benefits like reduced costs, relevance, and flexibility for students. Challenges include issues of quality, copyright, and organizational change. The presenter describes how they developed OER for an information literacy course using a LibGuide platform and received positive feedback from students. Links and references are provided for additional OER resources and information.
Literacy charity infographic
Information literacy for health care providers involves 5 key concepts: 1) defining information needs, 2) accessing information efficiently and effectively, 3) critically evaluating information sources, 4) using information individually or collaboratively for specific purposes, and 5) understanding issues relating to ethical and legal information access and use.
OER and Information Literacy
This document summarizes a presentation about open educational resources (OER) and information literacy. It defines OER as teaching materials that can be freely used and reused without charge. It discusses various types of OER like open online courses, textbooks, and content modules. Benefits include reduced costs for students and increased engagement. Challenges include issues of quality, sustainability, and organizational change. The presentation explores how OER can support information literacy goals and describes examples of OER materials for information literacy, including a LibGuide and open textbook from SUNY. Assessment activities and assignments using OER in an information literacy course at Georgia Southwestern State University are also mentioned.
Library instruction student learning outcomes
This document outlines student learning outcomes for a library instruction course. It includes 4 main learning outcomes: 1) defining a research topic, 2) locating relevant information using the library catalog and databases, 3) understanding library services and policies, and 4) using the library website to access information and resources. The outcomes cover skills like formulating research questions, identifying keywords, using the physical and online collections, and comprehending circulation and reference services.
Oer in the classroom
This document discusses open educational resources (OER) and their use in the classroom. It begins by defining OER as teaching and learning materials that can be freely used and reused without charge. It then outlines some of the benefits of OER, such as reduced costs for students and increased flexibility. However, it also notes challenges like questions around quality and sustainability. The document provides examples of different types of OER like open online courses, open textbooks, and open media. It concludes by describing some OER projects at the author's university and advocating for continued development and adoption of OER.
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1. The final project for the LIB1101 Spring I 2016 course is due on February 29, 2016 at 11:59 pm. It is worth 50% of the student's final grade.
2. For the project, students must use one or more web 2.0 tools to create a final project that shows how information impacts their life as a college student. The project must be available online without needing to log in.
3. Students are asked to use the tool to demonstrate or explain how information affects their daily life as a college student, considering the different ways they receive and use information. Past projects have included blogs, wikis, videos, Pinterest, and YouTube.
Task definition
This document provides guidance on defining a task or problem by asking essential questions. It advises asking questions about the assignment, what needs to be known, and what the problem is. Essential questions probe for deeper meaning and set the stage for further inquiry. They should be open-ended, non-judgmental, meaningful and purposeful. The document also lists techniques for identifying topics like brainstorming, concept maps, and reviewing background materials. It suggests using a graphic organizer to identify the main topic and related ideas.
GaETC
The document discusses information literacy in the context of Web 2.0 technologies. It defines information literacy and explains how the concept has evolved from simply using references to find information to encompassing digital, visual, and other literacies. The document outlines frameworks for information literacy and relates it to classroom skills. It provides examples of how Web 2.0 tools can support various steps of information literacy models like the Big 6 and Super 3, including for planning, accessing information, synthesizing, and evaluating. Web 2.0 tools are also mapped to Bloom's taxonomy to show their alignment with higher-order thinking skills.
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Web 2.0 refers to second generation of the World Wide Web that focuses on user-generated content, usability and interoperability for users to interact and collaborate. It involves a movement from static web pages to dynamic and shareable content through social media and networking. Web 2.0 is defined by how people use the internet, not changes in internet technology. Examples of Web 2.0 tools that support collaboration include blogs, wikis, social bookmarking/tagging, YouTube, Facebook and Twitter. Both benefits and challenges of adopting Web 2.0 tools in education are discussed.
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