Here is a paragraph I sent to a student trying to locate business information:
And please remember my motto about research: Search well and use what you find. Seeking out a little tidbit of information may be (and usually is) a waste of time. Take an hour or two, compile interesting sources from smart searching, and use what you find.
I often get questions about finding very specific (and often unrealistic) bits of information from students. Searching for business information is where students confront theories they learn in classes to the real world, sometimes theories just don’t fit with the data that’s out there!
From our friends at the University of Sidney down under:
The Library Instruction Round Table (LIRT) or the American Library Association has announced the opening of two award nominations, one for a librarian and another for a library. Deadline is January 15th 2014.
Interesting, this list of top 20 articles compiled by the Library Instruction Round Table, see page 6 of their latest newsletter. This one seems of particular interest:
Stowe, B. (2013). Designing and implementing an information literacy instruction outcomes assessment program. College & Undergraduate Libraries, 20(3-4),
This case study describes and analyzes the efforts of the library faculty at the Brooklyn Campus Library of Long Island University who are involved in developing, testing, and implementing a ground-up information literacy outcomes assessment program for the undergraduate core curriculum. Based on the increasingly prominent role given to information literacy by re-accreditation agencies, the library was prompted to significantly upgrade its assessment practice of collecting anecdotal evidence and administering clickers-based exit surveys. To detail the process of the upgrade, the article discusses such issues as key external and internal institutional forces that influence the development of an outcomes assessment programs. The library faculty members discuss choosing the appropriate assessment instrument (standardized or locally developed), establishing a hierarchy of priorities of assessment areas/goals, determining the actual assessment questions, and building the iterative assessment cycle (pre-assessment and post-assessment). The author includes examples from early versions of the evaluation instruments as well as the revisions of such instruments. The honesty of the library faculty members is disarming—they freely refer to the persistent personnel and managerial issues their library had been facing for some time and are generally very open about the challenges this represented in terms of developing a sustainable assessment program. As a result, this article provides an invaluable resource for other institutions trying to build their outcomes assessment program from scratch.
This just came out : the latest “Tips and Trends” report from the Instructional Technologies Committee members of the American College and Research Libraries and the American Library Association.
Tips and Trends, written by Instructional Technologies Committee members, introduces and discusses new, emerging, or even familiar technology which can be applied in the library instruction setting. Issues are published 4 times a year.
Technology for Flipping the Classroom
By Angela Colmenares
Two interesting posts zipped in front of my eyes during my regular update:
(1) this presentation deposited in e-lis about the information literacy tutorial developed at the University of Ottawa:
Library Research Basics: The Evolution of an Online Information Literacy Tutorial
Hemingway, Ann and Dekker, Jennifer and Bail, Cynthia and Pinet, Richard and Rockeby, Steve Library Research Basics: The Evolution of an Online Information Literacy Tutorial., 2007 . In Ontario Library Association. Super Conference, Toronto, Ontario, January 31 – February 3, 2007. (Unpublished) [Presentation]
And the second, this First Monday article :
How today’s college students use Wikipedia for course-related research
Alison J. Head, Michael B. Eisenberg
Volume 15, Number 3 – 1 March 2010
And, here is my YouTube tutorial on Wikipedia:
I’ve been working hard on an information literacy program for undergraduate students in the marketing and management departments at Concordia University’s John Molson School of Business (more on that later) but, in recent email exchange with a colleague, I came up with the following themes for graduate students:
Off the cuff, this curriculum would obviously discuss important academic resources such as peer-reviewed articles and related databases, but I feel it should also cover best practices with regards to managing one’s information need at the graduate level, well beyond “just” searching for information. This should include: using social media for graduate studies, active information discovery, advanced text processing, bibliographic management software, coping with information overload, etc.
Will come back to that later…
According to the Information Literacy Blog, the Association of College and Research Libraries’ Information Literacy Best Practices Committee “is looking for information literacy programs that are exemplary in any of the categories outlined in Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline.”
More information here: http://www.ala.org/acrl/aboutacrl/directoryofleadership/sections/is/iswebsite/committees/bestpractices