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UNIT 1 : DETERMINING THE NATU RE AND EXTENT OF THE INFORMATION NEEDED WEEK 1 : INTRODUCTION August 28 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2:05 House Keeping: Syllabus Overview MSL 308 Cindy 2:05 2:15 What is Information Literacy? MSL 308 Cindy 2:15 2:45 Information needs in an academic environment (concept mapping activity) MSL 107 Margeaux LESSON PLAN Class Overview This session will introduce students to the course and the concept of information literacy. They will also begin to define their information needs and think critically about ways to access research materials. Format Lecture Team based activity Facilities requirements Room Requirements: Open Space with white board and markers Materials needed: Printed copies of Syllabus, Literacy Lab 1 for Homework Supplies: Dry erase markers Learning Objectives: By the end of this session students will: Define information literacy Ide ntify their information needs Create a visualization of the ways they access information (their technology toolkit) Assessment Formative assessment includes class discussion responses and concept map drawings of information needs. Summative assessment will be through the homework assignment
where students create a visual representation of their information technology profile. Notes: Handout literacy lab
UNIT 1 : DETERMINING THE NATU RE AND EXTENT OF THE INFORMATION NEEDED WEEK 2 : FUNDAMENTALS OF SCHO LARLY RESEARCH September 4 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2:05 assignment. MSL 308 Margeaux 2:05 2:30 Lecture: Fundamentals of Scholarly Research MSL 308 Cindy 2:30 2:35 In class activity: Flash game about matching sources to information needs. MSL 308 Cindy 2:35 2:45 Discussion of Literacy Lab #2 and optional Extra Credit Lab MSL 308 Cindy LESSON PLAN Class Overview Optional Brief description of session Format Lecture, Class discussion Facilities requirements Room Requirements : Computer Lab Materials : Printouts of Literacy Lab #1 responses. Printouts of Literacy Lab #2 and Extra Credit Lab (with attached informed consents). Supplies : Tape Learning Objectives: By the end of this session students will: Understand st eps in the research process. Understand types of research and types of resources. Match correct information sources to information needs. Assessment Formative assessment: class discussion during group activity. Summative assessment: homework assignment in which students will create a flow chart of their research process. Notes: Hand out Literacy Lab #2 Explain and hand out Extra Credit Lab (our assessment research project).
UNIT 2 : ACCESSING INFORMATIO N EFFECTIVELY AND EF FICIENTLY WEEK 3 : ACCESSING INFORMATIO N: LIBRARY RESEARCH September 11, 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2: 00 Announcements MSL 308 Margeaux 2: 00 2:15 Library Landscape Presentation MSL 308 Margeaux 2:15 2:45 Searching the Catalog and One Search MSL 308 Margeaux LESSON PLAN Class Overview This session will introduce students to the library catalog, basic library services, and the One Search feature in much the same way that a bibliographic instruction session or library orientation would. Students will engage in hands on searching in the ca talog. Topics covered will include: Library services (Help, LibGuides, Subject Specialists, Course Reserves, ILL, UBorrow, etc.) Library catalog coverage vs. One Search coverage Constructing a search Searching in the catalog Searching in One Search Format Hands on Facilities requirements Room Requirements: Computer Lab Materials: Library Landscape Powerpoint, m aybe brochures for library services Supplies: None Learning Objectives: By the end of this session students will: Locate the librarian, the best database for research, and the call numbers for books on their subject Understand the differences between the library catalog and one search Construct effective Boolean searches Assessment Formative assessment will be in class and will consist of: Gauging student responses to discussion questions during
the session Peer teaching moments where students demo their searches Assessing students ability to follow along in the hands on session Summative assessment will be through the Library Landscape Lite racy Lab (assigned for homework). Students will create a set of databases for their major, and the call numbers for their major. Notes: Hand out Literacy Lab Library Landscape Hand out s ervice brochures (Help, LibGuides, Subject Specialists, Course Reserves, ILL, UBorrow, etc.) if applicable
UNIT 2 : ACCESSING INFORMATIO N EFFECTIVELY AND EF FICIENTLY WEEK 4 : ORGANIZATION OF INFO RMATION September 1 8 2012 Lecture outline: Lecture topics Research topics Keywords Subject headings Call numbers Research topics Start thinking about a research topic you will use to write an annotated bib on later in the course; can be something you are working on in another class Your topic will be a question that your research will answer; research will be your investigation Topic can be vague at this point (ex. teens & smoking) ; might be better to start vague Think about various aspects/angles on your topic o Legal: selling tobacco to minors; lawsuits against tobacco companies o o Cultural: are some teens more likely to smoke than others? (race, gender, SES) o Economic: increased health care costs to treat cancer and ot her diseases Keywords When you start to settle on a topic, write it out as a question in natural language. Then, start brainstorming keywords. Go crazy at this point! Think of synonyms and related terms. Think broader and narrower. ACTIVITY: Brainstorm wo After brainstorming, can choose words to search in catalog and databases. Subject headings Necessary in days of card catalogs. Keyword searching in online resources is so easy! Why should we care about s ubject headings now? Disadvantages of keywords: o Inconsistent from one source to next o Impossible to think of all possible keywords on your topic Advantages of subject headings: o Consistent across all works carefully applied by catalogers using strict rules o Organized from general to specific lets you see context of your topic (ex. Algerian civil war) o Groups similar works together helps you find related resources o ACTIVITY: Show LCSH Red Book How do I find subject headings? o o Search WorldCat (demo if time) o Subject tracing o ACTIVITY: Demo catalog search and trace subject headings (French Algerian war) Call numbers
o Why is classification system necessary? Organizes materials in large collections Gives each it em unique place on shelf o What kind of classification scheme used at UF Libraries? (LC, Dewey, SuDoc numbers) o Background on Library of Congress Classification System o Show full scheme from loc.gov; talk about subject areas o ACTIVITY o Demo catalog search, click call number, show browsable shelf list. Literacy Lab assignment
UNIT 2 : ACCESSING INFORMATIO N EFFECTIVELY AND EF FICIENTLY WEEK 5 : ACCESSING INFORMATIO N: SUBJECT SPECIFIC RESOURCES September 25 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2: 15 Finding the best database for your subject / review of last week MSL 308 Margeaux and Cindy 2: 15 2: 25 Academic Search Premier MSL 308 Margeaux 2: 25 2:45 Social Sciences Databases Searching PsycINFO MSL 308 Cindy LESSON PLAN Class Overview This session will introduce students to searching in library databases. It will draw on the ability to structure a search from the previous session and will cover searching in Academic Search Premier and a subject specific database. Format Hands on, lecture Facilities requirements Room requirements: C omputer lab Materials : ?Handouts for databases S upplies : none Learning Objectives: By the end of this session students will: Select the appropriate database for their major Employ search strategies Recognize advanced search features like thesauri, truncation, subject searching, and phrase searching Create a subject map to guide their research in their major Assessment Formative assessment will be gauged by monitoring searches on the student computers to ensure that they are following the process. Summative evaluation to gauge understanding of a database in the infographic. Notes: Hand out Subject Mapping Literacy Lab
UNIT 2 : ACCESSING INFORMATIO N EFFECTIVELY AND EF FICIENTLY WEEK 6 : ACCESSING INFORMATIO N: THE OPEN WEB Octo ber 2 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2:25 Lecture on evaluating information sources Evaluation of web sources Google tips & tricks Domain names Deep web MSL 308 Cindy 2:25 2:45 Group evaluation of assigned websites MSL 308 Cindy LESSON PLAN Class Overview Optional Brief description of session Format Lecture followed by hands on team activity evaluation sheets Facilities requirements Room requirements: Computer access for each group is required. Materials: lecture powerpoint, group activity Are there any supplies needed (i.e. tape, paper, software)? Learning Objectives: By the end of this session students will: Understand which factors make an information source, such as a website, reliable Analyze and evaluate websites based on criteria including accuracy, currency, bias, authority, and coverage Assessment Students will be assessed formatively by their participation in the group activity and com pletion of the handout in class. Formative assessment will be through a score of a B or better on the literacy lab. Notes: H and out lit lab
UNIT 3 : EVALUATING INFORMATI ON AND ITS SOURCES WEEK 7 : ETHICAL PERSPECTIVES ON INFORMATION October 9, 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2: 20 Introduction 0 Research Misconduct PowerPoint/ discussion MSL 308 Margeaux 2: 20 2: 4 0 MSL 308 Margeaux 2: 40 2:45 Case Studies Literacy Lab (homework) MSL 308 Margeaux LESSON PLAN Class Overview This session will cover research ethics including plagiarism, data falsification, and data fabrication. Through a lecture, game play, and class discussion of case studies, students will think critically about research ethics. Format Class discussion, game play, and debate Facilities requirements Room requirements: Computer Lab with internet access Materials: Plagiarism PowerPoint, Printed case study worksheets Supplies: None Learning Objectives: By the end of this session students will: Identify major research ethics viol ations o Plagiarism Stealing Misquoting Patchwriting Insufficient Paraphrasing Duplication of publication/ self plagiarism o Data Fabrication o Data Falsification Evaluate ethics case studies and debate actions with peers Assessment Students will be assessed during class (formative assessment) through scores on an identification game, discussion questions, and their arguments in an ethics debate. case studies via the discussion board in Sakai.
Notes: Offer extra credit if students complete all three GAP games and print certificate of completion send out as announcement in Sakai Remind students about Case in Point Literacy Lab on the Sakai Discussion Board.
UNIT 3 : EVALUATING INFORMATI ON AND ITS SOURCES WEEK 8 : EVALUATION OF INFORM ATION October 16 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2: 10 Class discussion on what makes an all the students search on the same topic and ask about what they found and where they found it. Then discuss issues including: Currency Accuracy Authority Reliability Bias MSL 308 Margeaux 2: 10 2: 40 Group Evaluation of 3 websites. MSL 308 Margeaux 2: 40 2:45 Best source in the class! Bring the discussion back for a conclusion MSL 308 Margeaux LESSON PLAN Class Overview In this session students will work in teams to evaluate websites using established criteria. Format Team based analysis Facilities requirements Room requirements: Computer Lab with internet access Materials: Printed evaluation worksheets Supplies: None Learning Objectives: By the end of this session students will: Develop criteria for thinking critically about information resources Apply those criteria to open web sources and determine which source would be superior for research Assessment Students will be assessed during class (formative assessment) through critical responses to discussion questions, their engagement in the evaluation activity, and their final determination
Summative assessment will be determined by collecting the worksheets and determining how students scored the reso urces. Notes: Remind students that there is no Literacy Lab this week Midterm will be in Sakai and essay based
UNIT 4 : USING INFORMATION EF FECTIVELY TO ACCOMPL ISH A SPECIFIC PURPO SE WEEK 9 : MANAGING INFORMATION October 23, 2012 LESSON PLAN AND LECTURE NOTES MISSING UNIT 4 : USING INFORMATION EF FECTIVELY TO ACCOMPL ISH A SPECIFIC PURPO SE WEEK 10 : PRIORITIZING RESOURC ES FOR INFORMATION N EEDS October 30 2012 LECTURE NOTES: Research Articles vs. Review Articles As you work on your annotated bibs, you will find different types of journal articles: research, reviews, & opinion/editorials Research articles Authors present new set of findings after conducting original experiment Contains following sections: Methods (and materials); Results (charts, graphs, etc.); Discussion Way to share results of research with scholarly community (hopefully in distinguished journal) Literature review S ummarizes and analyzes current state of rese arch on topic ( state of the art ) G ood way to get overview of topic No original research in article Systematic review S ummarizes and synthesizes research and makes recommendation for treatment (ex. sensory integration therapy for autism) Demo search in Ps ycINFO for systematic and literature reviews on autism Use search limiter Methodology: Literat ure Review (Systematic Review) (TIP: can also ) Prominent researchers/scholars o How t o identify them? (brainstorm w/ class) Awards Leadership in professional orgs Keynote speakers @ conferences Appearance in media Word of mouth (ask your prof) Look up CVs online
Important articles o Number of times cited by other researchers/scholars o Databases that list Cited References: Academic Search Premier America: History & Life BIOSIS Business Source Premier CINAHL LISTA PsycINFO Web of Science Google Scholar o Demo cited reference searching in PsycINFO, WoS, Google Scholar human References Available Search Wynne, CDL in Cited Reference Search (WoS) o Look for highly cited article, look at names of scholars who cited, look at list of references for repeating names Imp ortant journals o Acceptance rate (low rate may mean more prestige) o Number of reviewers (more may mean more selectivity) o Impact factor a measure reflecting the average number of citations to recent articles published in the journal. It is frequently used as a proxy for the relative importance of a journal within its field, with journals with higher imp act factors deemed to be more important than those with lower ones. a benchmark of a journal's value and recognize how frequently peer reviewed journals are cited by other researchers in a particular year. Demo JCR for clinical psychology journals ranked by impact; review journals more likely to have high impact more likely to have more readers and be cited by others Resources: Doing a cited reference search in EBSCO: http://support.ebsco.c om/help/index.php?help_id=8 Citation analysis LibGuide: http://guides.uflib.ufl.edu/citeanalysis Impact factor article: http://www.guardian.co.uk/higher education network/blog/2012/sep/06/mendeley altmetrics open access publishing What is systematic review? http://ebn.bm j.com/content/14/3/64.full
UNIT 4 : USING INFORMATION EF FECTIVELY TO ACCOMPL ISH A SPECIFIC PURPO SE WEEK 1 1 : USING RESOURCES PROD UCTIVELY November 6 2012 LECTURE NOTES: Parts of an Annotation Short & sweet! 150 words. Qualifications of the author. Main purpose of text (1 3 short sentences). Relation to other works in the field. Standpoint/ bias of the author. Audience and reading level. Summary sentence. A paraphrase Your own rendition of essential information and ideas expressed by someone else, presented in a new form A legitimate way to borrow from a source. (Remember to cite!) A more detailed restatement than a summary, which focuses concisely on a single main idea. Why paraphrase? Prevents you from over quoting. Prevents you from plagiarizing accidentally. Helps you to grasp the full meaning of the original. How to Paraphrase Reread until you understand the original. Set original aside, then write your paraph rase. Compare your paraphrase with the original to make sure you got all the important points. Pick out striking phrases (use quotation marks). Note a citation with your paraphrase. Using Quotations Use sparingly. Highlight unique turns of phrase and terminology. Use to distinguish original from your own ideas. Skillfully blend quotations with your paraphrased material. (Takes practice!) For more info, refer to these websites: http://owl. english.purdue.edu/owl/owlprint/614/ http://library.csusm.edu/subject_guides/research_guides/annotations.pdf http://owl.english.purdue.edu/owl/resource/563/02/
UNIT 5 : USING INFORMATION: E CONOMIC, LEGAL, AND SOCIAL ISSUES WEEK 12 : SCHOLARLY COMMUNICAT ION November 13, 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2: 00 Introduction/ Announcements MSL 308 Margeaux 2: 00 2:45 Lecture on Scholarly Communications MSL 308 Christine Fruin LESSON PLAN Class Overview The scholarly communications librarian will guest lecture this week. Topics will include: Dissemination of Research Scholarly Communication Costs of Research Open Access Format Lecture Facilities requirements Room requirements: None Materials: None Supplies: None Learning Objectives: By the end of this session students will: Define open access Describe scholarly communication and how research is disseminated Explain the costs of research Assessment Christine will develop formative assessment for this session Notes: No Literacy Lab this week
UNIT 5 : USING INFORMATION: E CONOMIC, LEGAL, AND SOCIAL ISSUES WEEK 13 : LEGAL ISSUES IN THE DIGITAL AGE November 20, 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2: 15 Discussion of Issues from the Jenkins reading MSL 308 Margeaux 2:15 2:30 What is Fair Use? MSL 308 Margeaux 2: 30 2:45 Memes PowerPoint MSL 308 Margeaux LESSON PLAN Class Overview In this session students will discuss the complicated issues that arise are there gender, racial, and ethnic disparities in who can reuse/ remix our cultural information. Format Discussion Facilities requirements R oom requirements : None Materials: Book, Powerpoint, Fair Use handout S upplies : None Learning Objectives: By the end of this session students will: Analyze fair use criteria in a complex situation Question current copyright as it applies to creative works like fan fiction Discus s legal and social issues surrounding remix culture Create a meme image that falls within fair use Assessment Formative assessment will be gauged by students participation in the class discussions. Summative evaluation will be determined through the product of the memes and themes literacy lab. Notes: We will be sharing memes at beginning of the next class!
UNIT 5 : USING INFORMATION: E CONOMIC, LEGAL, AND SOCIAL ISSUES WEEK 1 4 : NON TEXTUAL INFORMAT ION November 27, 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2: 30 Meme Sharing MSL 308 Margeaux 2: 30 2:45 Creative Commons and Open Source MSL 308 Margeaux LESSON PLAN Class Overview Format Discussion Facilities requirements R oom requirements : None Materials: Students must bring digital or electronic copy of their Meme, Open Media Creation Worksheet S upplies : None Learning Objectives: By the end of this session students will: Understand creative commons licenses Recognize the importance of visual literacy and transliteracy Assessment Formative assessment will be determined through participation in class discussions. Summative evaluation will be assessed through the creative commons literacy lab. Notes: Creative Commons Literacy Lab
UNIT 5 : USING INFORMATION: E CONOMIC, LEGAL, AND SOCIAL ISSUES WEEK 1 5 : DIGITAL CITIZENSHIP December 4, 2012 TIME / SCHEDULE OUTLINE Time Topic Location Instructor/ Guest 1:55 2:15 Class discussion about readings and digital citizenship MSL 308 Cindy & Margeaux 2:15 2:45 Final Reflection Essay MSL 308 In Sakai LESSON PLAN Class Overview In t his session students will discuss the complex issues of citizenship in the digital age. They will also write a final reflection about what it means to be information literate and a digital citizen. Format Discussion Online writing assignment Facilities requirements R oom requirements : Computer Classroom Materials: None S upplies : None Learning Objectives: By the end of this session students will: Discuss digital citizenship Understand participation in information as a choice Write a short reflection piece on what it means to be information literate. Assessment Formative assessment will be determined through active participation in class discussions. Summative evaluation will be assessed through the Final Reflection Literacy Lab Notes: Final Reflection Literacy Lab online in Sakai Remind students about final ex am deadline on 12/11 Remind students to submit their teaching evaluations.