Information Fluency Take 2

1. Information FluencyTake 2 Infusing the classroom, Library sessions, Pilot program

2. Information literacy, therefore, is a means of personal empowerment. It allows people to verify or refute expert opinion and to become independent seekers of truth. It provides them with the ability to build their own arguments and to experience the excitement of the search for knowledge. It not only prepares them for lifelong learning; but, by experiencing the excitement of their own successful quests for knowledge, it also creates in young people the motivation for pursuing learning throughout their lives.” • Presidential Committee on Information Literacy: Final Report

3. Pre-Library Class Evaluating Sources Brainstorming Boolean Logic

4. Evaluating Sources • Discussion question: What is academic writing? • Students are grouped and each group is given an article. They are asked to fill out an evaluation worksheet concerning the article and then report back to the class. • WHO wrote it? • WHO is its audience? • WHAT kind of sources does the author use? • WHAT kind of language is used? • WHERE was it published? • WHEN was it published? • WHY was it written (what is its purpose)?

5. Brainstorming • Work in groups • What questions do you have about your topic? • Be creative! What are you curious about? What are you dying to know? What made you choose that topic? • Using those questions and your topics, brainstorm a list of keywords you can use when you do your research on SHU Search

6. Boolean Searching • Knowing HOW to search is just as important as knowing WHERE to search • http://www.ithacalibrary.com/sp/subjects/boolean • Using “ice cream” “cake” “candy” demonstrate how using boolean logic limits and expands the number of results. • Have students search using keywords they brainstormed in part 2

7. SHU Library Tutorials

8. 1201 Subject Guide: • http://library.shu.edu.ezproxy.shu.edu/1201 • Tutorials: • http://academic.shu.edu.ezproxy.shu.edu/libraries/infolit/silt2/index.html

9. 1201 Library Worksheet

10. If you need to find basic information about your topic but can’t use Wikipedia or Google, where would you go? List at least 2 sources you could use to get an overview of or basic facts about your topic. • Now you have a topic and know where to find general information. Next you need to find books and articles more specific to your essay. List 3-5 search terms you could use. • On the Library Homepage use one of the terms from above to do a keyword SHU Search. How many results did you retrieve? • Look at the results list. What kinds of resources are available? Are they in different formats? What is the difference between a book, a book review, a news article, or a journal article? What kind of information would each of these provide? Are there any other terms that seem confusing or with which you are unfamiliar? • What is an academic source? What does it mean that an article has been “peer-reviewed”? How can you tell what kind of source you are finding?

11. Now that you have a list of sources, you will want to narrow down the number and scope of retrieved items to make them more pertinent to your research. Look at the limiters bar on the left side of the results list and list 2-4 limiters you could use and why you would use them. • Apply at least one of the limiters you listed above. How many results do you now have? Apply (or remove) limiters as necessary to focus the results list. • Now that you have a more focused list, review the results and find 2-3 books that are available in the library and that might be useful for your research. Use other limiters or new search terms if necessary. List the titles, authors, and call numbers so you can find the books in the library. • Now find 2-3 academic articles that appear useful for your research. Remove or add limiters or try new search terms as necessary. List the titles, authors, and journal information . If the articles are available for download, save or e-mail them so you can access them later. If they aren’t available how can you get a copy?

12. Pilot Assessment Program We need you!

13. How effective are the library sessions? • Pilot program designed to help the librarians and first year writing faculty: • Understand what students do and don’t know after the library session • Understand what does and doesn’t work for assessment • Revise both instruction and assessment for future • Bring a stronger IF focus to the classes surrounding the library sessions

14. We need you! • Are you willing to: • Use a version of the library worksheet to provide a consistent assignment students will use and ask students to submit this electronically so they can be assessed anonymously • Make sure your students come to the library session with at least a topic chosen for their research essay • Work with the librarian, letting them know what topics your students have chosen and providing them with the library worksheet with any adjustments and forwarding the completed worksheets once they have been turned in • Administer a 10-15 minute follow-up quiz during the class after your library session

15. We need you! • The librarians would like to have about 10-15 classes in the pilot program (we already have about 5) • Both 1201 and 1202 are welcome, but the focus this semester will be on 1201 • We will be letting Beth Bloom know who is willing to participate so those classes can be (ideally) paired with one of the participating librarians