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Information Literacy Faculty Workshop

Information Literacy Faculty Workshop. Carla Waddell, Reference/Instruction Librarian & Beth Ashmore, Reference Librarian Samford University Library, 2004. Overview. Recognizing good/bad information literacy behaviors Incorporating assessment of IL into my existing research assignments

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Information Literacy Faculty Workshop

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  1. Information Literacy Faculty Workshop Carla Waddell, Reference/Instruction Librarian & Beth Ashmore, Reference Librarian Samford University Library, 2004

  2. Overview • Recognizing good/bad information literacy behaviors • Incorporating assessment of IL into my existing research assignments • Avoiding pitfalls of research assignments • Recognizing measures already being tested by the library • Using resources available to assist in further study of IL and implementation of IL measures

  3. The IL student : brainstorms for key terms identifies appropriate types of resources understands professor’s requirements for sources The II student: waits until the last minute types entire thesis into favorite search engine doesn’t recognize the difference between search engines results and database or catalog results Standard #1: The student will be able to determine the nature and extent of the information needed.

  4. The IL Student asks for assistance when unsure if resource is appropriate understands how to apply general search techniques to a variety of resources refines search if results are not adequate The II Student jumps around library website if unsuccessful with Google search prints first five full text sources without evaluation does not wish to consult print resources Standard #2: The student will be able to access needed information effectively and efficiently.

  5. The IL student: critically reviews information collected thinks of new avenues to pursue if more information is needed thinks about how information relates to self/assignment/class The II student: writes paper without understanding or forming an opinion about the material collected bluffs in class when participating might speak with professor if having a difficult time in the hopes of being told which resources to use Standard #3: The student will be able to evaluate information critically and incorporate selected information into their knowledge base and value system.

  6. The IL Student: makes an outline seeks peer review and proofreading learns something from the process/topic The II Student: turns in first draft chalks it all up to a frustrating experience moves on to the next problem Standard #4: The student will be able to use information effectively to accomplish a specific purpose.

  7. The IL Student: keeps track of located information correctly cites sources obtains permission for materials when needed The II Student: plagiarizes without realizing it fabricates source information because original sources are lost is too busy downloading latest hit from the internet Standard #5: The student will be able to understand many of the issues surrounding the use and access of information and does so . legally and ethically

  8. Incorporating assessment of IL into my existing research assignments • Library Instruction sessions and assignments • Breaking up assignments • Annotated Bibliography • Pathfinders • Research journal/Weblogs • BILT

  9. Avoiding pitfalls of research assignments • Restrictions on resource format • Stress to students the value of reliability and relevance over format • Confusion over what is “online” • Stress to students the difference between websites and online databases • Lack of library print/online holdings on a topic • Consult with a librarian in advance to ensure that resources are available and appropriately set up for maximum usage • Increase in research questions during office hours • Make sure the library has your assignment and stress to students that librarians exist solely to help them with their research needs

  10. Recognizing measures already being tested by the library • SAILS Assessment • Conducted 2003-2004 (UCCA 102) & possibly 2004-2005 • BILT • Provides quizzes on information literacy concepts that can be turned in to faculty to verify completion • Are you IL?

  11. Using resources available to assist in further study of IL and implementation of IL measures • Resource Handout • CTLS library • Websites • http://www.samford.edu/groups/tla/tla_information.html • http://library.samford.edu/about/li/ • Librarians • Carla Waddell, ctwaddel@samford.edu • Beth Ashmore, beashmor@samford.edu

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