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Information Literacy Resources

This page contains a collection of information literacy resources that were obtained in a variety of ways. The primary sources for many of these resources are two librarians, Katie Duke and Bonnie Oldham. They deserve the credit for what is good on these pages. Blame me for the errors.

J. Beidler

Weinberg Library Resources

CTLE Tutorials
This page contains links to several tutorials constructed by the staff of The Weinberg Memorial Library. This is a rich collection of how-to tutorials on various library resources.

The Information Tsunami
This powerpoint presentation is an excellent introduction using electronic databases. It is an excellent lesson in how to use electronic databases. It tells you what to do, and what not to do. This is a now the keystone of one of my CIL 102 lectures. The real power in this powerpoint slide is that although this is directed towards telling students how to approach the use of an electronic database. Just about everything in the presentation applies just as well to using Google, or any search engine. So after going through the presentation, I plan to give the students an assignment to apply the ideas from the powerpoint presentation to their on-line searching strategy (Googling).

Weinberg Memorial Library Research Guides
A list of research guides by discipline.

Other Resources

SocialText Case Study
Gerald Kane is an Assistant Professor in the Carroll School of Management at Boston College. One of his areas of interest is in the use of collaborative technologies. This case study discusses the use of wikis, and ANGEL-like resources in the classroom.

A Model for Enhancing Online Course Development
This paper was sent to me by Bonnie Oldham. It describes the development of on-line courses at Park University. The paper is short and worth reading. It contains three references, two are on-line.

Innovate: The Journal of On-line Education
A quote from the website, "Few things are more fascinating—and more futile—than consideration of the future. What type of world will our students inherit? What types of attitudes and skills will be needed for participation in a global world? How should we teach in an era of abundant information? What role do educators play? Is copyright in its current form sustainable?"

And a quote on the email message from Bonnie Oldham, "Innovate is an open access, bimonthly, peer-reviewed online periodical (ISSN 1552-3233) published by the Fischler School of Education and Human Services at Nova Southeastern University. The journal focuses on the creative use of information technology (IT) to enhance educational processes in academic, commercial, and governmental settings. Our basic assumption is that innovative uses of technology in one sector can inform innovative uses of technology in each of the other sectors. Subscriptions to Innovate are free, but we do ask subscribers to provide demographic information."

Down To Business: Let Go Of The Past And Embrace Change
This article is from the May 5, 2008 issue of InformationWeek. A quote from the article, "Do you long for a simpler time? A time when employers were more loyal and nurturing, when employees were more professional, when technology and the work were more stable and predict-able, when markets and job functions were more clearly defined?"

The Primary Research Group
Primary Research Group publishes research reports, surveys and benchmarking studies for businesses, colleges, libraries, law firms, hospitals, museums and other institutions. Here is a list of some of their publications:
  • Survey of Assessment Practices in Higher Education
  • Survey of Student Retention Policies in Higher Education
  • Survey of Library Services for Distance Learning Programs
  • College Information Literacy Efforts Benchmarks
  • The International Survey of Institutional Digital Repositories
  • Emerging Issues in Academic Library Cataloging & Technical Services
  • The Survey of Library Database Licensing Practices
  • Library Use of E-books, 2008-09 Edition
  • Academic Library Website Benchmarks
  • Libraries & the Mega-Internet Sites
  • The Survey of Distance Learning Programs in Higher Education, 2007-08 Edition
  • Research Library International Benchmarks
  • The Survey of Academic Libraries, 2008-09 Edition

Embedding General Education Competencies into an Online Information Literacy Course
This presentation from the Thirteenth Off-Campus Library Services Conference was sent to me by Bonnie Oldham. I found it a worthwhile read. It provided me with some insights on how other colleges are approaching Information Literacy.

More from the Thirteenth Off-Campus Library Services Conference
The items below are from a session on Best Practices
3) Go Beyond the Library Link
.............A library link in the CMS is a great start and is often a hard fought battle with reluctant CMS administrators, but librarians should try to do more and get directly involved in individual courses.

.............Thirty-six percent of the surveyed embedded librarians reported that they provide students with links to specific resources, such as books, articles, and databases. These embedded librarians can confer with students about more specific information needs. While some survey respondents reported communicating with student directly via e-mail (39%) and discussion boards (33%) within courses, other respondents indicated that though they were embedded in courses, they were not added at a level that would allow them to e-mail students or post to discussion boards.

.............Twenty-two percent of respondents take on an instructor’s role by writing and administering quizzes. Some of these respondents reported that they teach free-standing information literacy courses, while others manage research modules within a variety of courses. Getty, et al. (2000) give four examples of information literacy units built into courses using four different course management systems. Unit management is fairly simple in a CMS, since all systems have built-in quiz-building and gradebook components. With a few changes, a unit developed for one course can be customized and transferred to another course. This is one advantage over Web-based tutorials, which are often fairly generic. Also, library units that are built into for-credit courses may “be taken as seriously as the other course units” (p. 354). Quizzes hosted inside a CMS will often allow for randomized question sets that allow for more flexibility than Web-based tutorials.

6) Be an Active Participant in the Class
.............There are several ways that an embedded librarian can be an active participant in a class. If given the authorization, librarians can post contact information (and even a personal photograph) in the faculty information section of the CMS course (George & Martin, 2004). It is also helpful to have a faculty member introduce the librarian to the class through the course announcements section.

.............Another way to be an active participant in the class is to communicate directly with students through discussion boards and e-mail. Some well-meaning faculty require students to participate in library discussion threads hosted by embedded librarians, but as Matthew and Schroeder (2006) point out, the result is often “a slew of random questions, unrelated to course content” that can “feel like busy work for both the students and the librarian” (p. 63). Survey respondents revealed that students are rarely required to discuss research assignments with embedded librarians. Only 9% of respondents reported that students are “always” required to discuss assignments with the librarian. One respondent noted in the comments section that “one instructor requires my signature on each student’s survey strategy -- each year.” Students are “often” required to consult 19% of surveyed librarians. But students are “seldom” or ”never” required to talk to the embedded librarian in 73% of cases (32% and 41%, respectively). Still, most respondents reported a great deal of student contact. According to 70% of respondents, students “often” or “always” contact the embedded librarian (63% and 7%, respectively), and only 30% reported that students “seldom” contact them.

.............A few respondents noted in the comments section that although students are not required to contact the librarian, they are often encouraged by the instructor to do so. However, other respondents said that faculty rarely acknowledge their presence. Students are far more likely to utilize the embedded librarian if the instructor seems to place value on the service. At a minimum, embedded librarians should ask the instructor to introduce him or her in the course and encourage students to ask questions (Matthew & Schroeder, 2006). The librarian should also remind students of his or her presence at various points during the semester if there has been little interaction (York, 2006).

Building A Virtual Campus: Librarians as Collaborators In Online Course Development and Learning
Another presentation from the Thirteenth Off-Campus Library Services Conference

Guidelines for Web-based Distance-Learning
This document is from the Distance Learning Section of the Association of College and Research Libraries

Tutorial, or not Tutorial, That is the Question . . .
From Computers in Libraries; May 1997; 17, 5; Research Library pg. 44