Database and Search Engines for Lifelong Learning

1. Database and Search Engines for Lifelong Learning ATLA Annual Conference June 22, 2006

2. 4 Contexts for the Content of Information Literacy Instruction 1. Library Orientation Class 2. Single Class in a Course 3. Multiple Classes in a Course 4. Library Workshop

3. Context #1: Orientation to the Library

4. A Candler student made this comment in our 2005 survey: “The problem with the opening orientation is not that it's bad in any way... just that it's a lot of info when people are brand new. And many people need to physically practice the process of something to learn it, so watching someone click their way through databases (when i don't even know if/when/why I'll be using databases) is tough.”

5. 3 Instructional Goals for Orientation to Online Databases To communicate the importance and challenge of finding scholarly information To introduce the library website and its resources as lifelong partners in critical inquiry To illustrate the questions and problems students will address with library databases

6. Databases are presented in relation to scholarly inquiry & communication

7. Basic skills are reviewed and lifelong applications previewed • How and why to perform a keyword search with a Boolean Operator and truncation symbol. • How sort to find recent books for lifelong learning • How to open a detailed record • How to read call number, location, and library • How to perform a keyword search with • a Boolean Operator/truncation • How to open and read a detailed record • How to link to full-text or library catalog • How to find “ATLAS for Alumni” for • lifelong learning

8. A prospectus of basic information skills is introduced In OT 502, you will use Euclid to find appropriate books and articles on specific biblical subject and passage. In NT 502, you will use ATLA RDB to find appropriate articles on specific biblical subject and passage. In CT 501, you will use Euclid and Web Directories to find primary texts from Patristic and Medieval Christianity In CT 502, you will use Databases @ Emory and Web Search Engines to find articles on Modern and Contemporary Christianity

9. Context #2: The Single Class Session

10. Comment made by a 2nd year MDiv student during a 2005 student panel: “ I had exposure to Pitts resources during Orientation and then it was erased from my memory. In my NT class, the librarian displayed resources for exegesis and showed an invaluable website, showing different tools for doing exegesis. I’ve returned to the website. There was a synergy between coursework and the library that was particularly helpful because it was offered at the most relevant time in the semester. It’s one thing to be able to anticipate your needs for library resources, and it’s another to have it thrust upon you at a timely moment. The presentations in the classroom should also occur in the theology classes, not just biblical studies.”

11. Introduce “deep web” and “critical” location of academic databases

12. Provide learner-centered examples relevant to lifelong learning Search for 1st Timothy 2 Library Catalog: 33 hits ATLA RDB: 118 hits

13. Google: 225,000 hits Google Scholar: 296 hits Humbul Hub (aka “Intute”): 33 hits

14. Offer Online Course Resource Pages for broader, secondary support http://www.pitts.emory.edu/ResearchAssist/Courses.html

15. Context # 3: Multiple Class Sessions

16. Blackboard Site for Religion 100 Course with “Paper Trail Project”

17. Information Literacy Assignments are linked in Blackboard

18. Paper Trail Components and Paper are 50% of Final Grade Introductory Research: Encyclopedia Article, Concept Map, Research Topic (3pts) Research Journal: Personal reflection and commentary on the research process (5pts) Annotated Bibliographies: A total of three annotated bibliographies (book, article, website) (15pts) Thesis and Paper Outline (2 pts) Paper Trail Project 25% of Final Grade Final Research Paper 25% of Final Grade

19. An early step is finding subject encyclopedias Original Source: Joanna M. Burkhardt, et. al. Teaching Information Literacy.  Chicago: American Library Association, 2003, 22.

20. Relevant Databases and Search Engines are linked in Blackboard

21. Context #4: The Library Workshop

22. Wednesday Workshops @ Pitts

23. Workshop on Religion Databases teaches advanced search skills

24. Workshop on “Finding Full-Texts @ Emory” teaches OpenURL system

25. Students learn when to “keep clicking through” and when to “return to go”

26. Library Workshop on Google Scholar teaches configuration, interpretation, and application of search-engine

27. Workshop on “Continuing Education After Graduation”

28. ATLAS for Alumni

29. RSS Aggregators for Lifelong Learning with Online Retrieval Tools

30. The Information Environment of our Academic Institutions Vs. The Information Environments of our Alumni/ae Two Broader Contexts:

31. Summary 1. The content of Information Literacy instruction is most effective when purposefully tailored to its classroom contexts. 2. Regardless of context, IL instruction should be: i. critical (stating its rationale and social context) ii. learner-centered (relational and problem-based) iii. adaptable (relevant for lifelong-learning)