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Class Discussion

Class Discussion. Information Literacy A fancy phrase for describing…. “a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." Information Literacy Competency Standards for

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Class Discussion

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  1. Class Discussion

  2. Information LiteracyA fancy phrase for describing… “a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." Information Literacy Competency Standards for Higher Education. American Library Association. 2006. http://www.ala.org/acrl/ilcomstan.html (Accessed July 21, 2008)

  3. As a student, do you already have these skills? What are some scenarios in everyday life which these skills/knowledge are useful?

  4. The Big ThreeMajor components of this lab • Portfolio • Research – working with the Information Literacy process • Bibliography

  5. Information Literacy 1. Identify gaps in your knowledge and recognize when you need information 2. Find information efficiently and effectively, using appropriate research tools and search strategies 3. Evaluate and select information using appropriate criteria 4. Treat research as a multi-stage, recursive learning process 5. Ethically, legally, and safely use information and information technologies 6. Organize and manage information, using appropriate tools and technologies 7. Create, produce, and communicate new knowledge through synthesis of relevant information

  6. Identify gaps in your knowledge and recognize when you need information I. Analyze your class assignment Basic report or explanatory paper – This type of assignment involves you gathering information and reporting upon your topic. Describe and summarize. Example – A paper exploring the history of slavery in the United States Argumentative – You’ll choose a side on an issue and use your research to support your argument. Argue, persuade, evaluate. Example – A paper arguing that the Civil War was not about slavery but states’ rights Analytical – You’ll explore your topic in depth and present your conclusions from your research. Explain, compare, contrast. Example – A paper exploring the attitudes about slavery at the outbreak of the Civil War

  7. II. Identify your research topic What are some places to get ideas for a topic? CQ Researcher Encyclopedia Britannica Your textbook Newspapers Areas of interest

  8. III. Thesis statement and research questionsHow you ask + Where you look = What you get Examples of thesis statements:taken from the Owl at Purdue, http://owl.english.purdue.edu/owl/resource/545/01/ Report - The life of the typical college student is characterized by time spent studying, attending class, and socializing with peers. Argumentative - High school graduates should be required to take a year off to pursue community service projects before entering college in order to increase their maturity and global awareness. Analytical - An analysis of the college admission process reveals two principal problems facing counselors: accepting students with high test scores or students with strong extracurricular backgrounds.

  9. Are the following good or bad thesis statements? 1. Man has had a major impact on the environment. 2. Methamphetamine use in Oregon has been a problem for law enforcement since the 1990s. 3. Hannah Montana is an awesome role model. 4. The rise in teenage obesity is directly related to the fast food industry.

  10. Research Questions – Turn your thesis statement into a research question. A good research question cannot be answered with a yes or no. • Why has methamphetamine use in Oregon been a problem for law enforcement since the 1990s? 2. What has the fast food industry done to contribute to the rise in teenage obesity?

  11. Your Turn Take a look at your thesis statement in conjunction with the assignment. Is it a solid thesis statement? Is the scope and depth appropriate for the assignment? *Remember that you can always alter your thesis statement further down the road

  12. This document draws from the competencies, outcomes, proficiencies, or other guidelines found on the following pages: • http://web.cocc.edu/finney/studentshaveachieved.htm • http://www.cgcc.cc.or.us/Library/mission-policies/info-lit.htm • http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm • http://www.lanecc.edu/library/services/outcomes.htm • https://teach.lanecc.edu/kenz/llc/userpages.html?thispage=74 • https://teach.lanecc.edu/kenz/llc/userpages.html?thispage=110 • http://osulibrary.oregonstate.edu/instruction/w121/session_outcomes.html • TAC guidelines: http://oregonstate.edu/tac/ • OSU IL Competencies: • http://osulibrary.oregonstate.edu/instruction/ug_comp.html • http://blogs.library.oregonstate.edu/ilsummit/2007-summit/proposed-proficiences/ • http://library.clatsopcc.edu/tip/intro1.htm

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