1. Library Skills
Roën Janyk
Web Services Librarian
“Information literacy is a survival
skill in the Information Age” (ALA, 1989).
2. Introduction to Information Literacy
Research Skills
Using Library Resources
Evaluating Academic & Popular Sources
3. Definition:
Information Literacy is the set of skills needed to find,
retrieve, analyze, and use information (ACRL, 2012).
“Ultimately, information literate people are those who
have learned how to learn. They know how to learn
because they know how knowledge is organized, how to
find information, and how to use information in such a way
that others can learn from them. They are people prepared
for lifelong learning, because they can always find the
information needed for any task or decision at hand”
(ACRL, 2000).
4. Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on sources
Step 5: Citing sources & constructing reference list
5. Step 1: Defining a topic and planning for research
Interpret the research question/assignment, define the
information need
Look for command words
Directing words that tell you what to do. i.e. Evaluate, discuss,
comment, critique, analyze, compare
Identify the assignment topic
Area of discussion for the assignment. Take the command word and
ask “what?” after it. I.e. Evaluate “what”? Compare & contrast
“what”?
Develop a focus (select a specific topic)
Area of the topic/assignment you will concentrate on.
In other words, evaluate what, in relation to “what”?
Take your focus and develop a thesis statement
Example: What led to the fall of the Roman Empire?
6. Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on sources
Step 5: Citing sources & constructing reference list
7. “More than 31% of all respondents use Internet search
engines to find answers to their questions. However,
people who use Internet search engines express
frustration because they estimate that half of their
searches are unsuccessful” (OCLC, 2002).
8. Step 2: Information seeking strategies
Design your search strategy
Develop a question (brainstorming, concept-mapping)
Identify central concepts
Identify key words and synonyms
Identify investigative tools (research guides, other
libraries)
Locate and gather relevant resources
Identify key databases, catalogue, reference works, etc.
Coverage, disciplines, time periods, publication types, etc.
Search expressions & Boolean operators (AND, OR, NOT)
Broaden or narrow your research question
Example: The fall of the Roman Empire was largely due to
political, economic, and social causes
9. Library Catalogue
Find books, e-books, reserves, videos/DVDs, request items
from other campuses, place items on hold, mobile friendly.
OCtopus (library search engine)
One-stop shopping
Research Databases & E-Resources
Organized by subject, search databases for journal articles,
e-books, & more. Also find reference works.
10. Research & Course Guides
Created by librarians for students in specific classes or
working in certain subject areas
Electronic Journals Listing
Search for specific journal and search within the title
Reference sources
Dictionaries, encyclopedias, directories found online
or in campus reference collections
Print Journals (Level 3)
11. Keyword searching: typically retrieve more
information with less precision
Good for broad or unknown topic areas
Field searching: typically retrieves less information with more
precision
Good when looking for few results or source son specific
topics ; Includes subject searches, title searches, author
searches, etc.
Too much information?
Examine irrelevant records in search results
Where did your search term match in search results?
(Subject, title, etc.)
Use limiters (Boolean, field searching, database limiters)
Too little information?
Spelling
Eliminate long phrases or natural language
Use alternate terms, try broadening your terms
12. Function Search Strategy Definition
Narrow AND Retrieves only records that
contain both words
NOT Eliminates material you don't want.
Careful to not lose valuable info.
Broaden OR Retrieves matches for either term,
more records. Use with terms with
the same meaning.
Wildcard To search variations of a word. Use 1
Colo?r or more symbols within a word to
Global (w5) Warming replace 1 or more letters
Truncation Use a symbol at the end of a word to
Using opera* to search for operations = opera, replace any number of letters
operant, operable, etc.
Combine Nesting Combine AND and OR in a single
NO: media AND politics OR election retrieves search. Divide your terms into units
records that match "media that also like an equation.
match politics" OR retrieves records that match
"election.“
YES: media AND (politics OR election)
retrieves records that match media that also
13. NOT
AND OR
Nesting
Truncation
(University of Idaho, 2012)
14. Reference list and article citations, bibliographies
Examine the reference lists of resources identified as
being useful, and find other similar resources.
Subject headings in databases & catalogue
Terms used to describe resources, controlled vocabulary,
assigned by indexers
Known authors
Search for other items by same author(s)
Books or resources on similar topics
In-person or virtual ‘shelf browsing’
Searching journals directly
More direct and focused than databases
15. Library Catalogue (Home page link, “books, media...”)
“Find Articles” History
Keyword Reference
“Find” Reference Sources (link on home page)
Online e-resources listing, “Narrow Your Search”
Choose content type Reference (Remove subject to
expand results)
OCtopus (box on home page)
Research & Course Guides: History (a.k.a. “Guides by
Course & Subject”, “LibGuides”)
16. Great starting point!
Use subject headings, call number browsing,
author searches
Limit by location (Kelowna, Online)
Request items from other campuses
Renew items and place holds
18. Oxford English Dictionary (Online & Print)
Encyclopedias (print & online)
Choose reference as a limiter in e-resources listing
Examples: Encyclopedia of Violence, Peace & Conflict,
Encyclopedia of Sociology, Encyclopedia of World Cultures
Search library catalogue
Gale Virtual Reference Library
Chicago Manual of Style: Online!
20. Library Reference Desks
Hours vary, phone, email, or in-person
Citation assistance, research help
AskAway
Online, live chat reference service
Open longer hours than library ; Manned
by librarians from post-secondary
institutions across BC
Chat boxes on website & within databases
E-mail
Response received within 24 hours Sept –
April
21. Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on sources
Step 5: Citing sources & constructing reference list
22. Academic sources: Pass through peer review process.
Authoritative and sourced. Objective and written for
academics. Carry more ‘weight’.
Popular sources are often related to general interest
and do not require writers to provide research to
support their stories.
23. Wikipedia is considered an academic source.
False
A book found in an academic library (i.e.
college, university) is an academic source.
False
24. Step 3: Critical evaluation of information
sources
Critically evaluate information
Criteria and methods of evaluating information
resources
Comprehensiveness, relevance, author, purpose and
audience, accuracy and currency, objectivity
In academia we are looking for sources that are
reliable, accurate, objective, and up-to-date.
26. Journal Magazine
Academic, General audience
professional,
technical audience Easy reading
May use jargon Many advertisements
In-depth articles
Broad coverage, not
Thorough reference
list usually in-depth
Minimal advertising Rarely peer-reviewed
Peer-reviewed
27. Who wrote it? What are the authors’ qualifications?
Academic authors are likely to come from a university or
institute.
Is there a sponsor, owner, funding agency? EXAMPLE
*important for online sources*
Are sources listed?
Reference list, bibliography, citations
Has the item or writing been peer-reviewed?
Editorial board or committee list, or provided instructions
Who is the targeted audience?
Style of writing, advertising, jargon
Is the writing objective?
Free from bias, blatantly one-sided
Who is the publisher?
Academic writing is often published by a university
press.
What is the appearance?
Glossy pages, advertisements, graphs, images, photos.
28. Print sources Online Sources
Reliable: Sources that check their Reliable: Sources that check their
facts: footnotes, list of references, facts: Footnotes, references, other
other evidence of research research evidence
Accurate & Objective: Quality Accurate & Objective: Quality
control, editor, editorial board, peer Control, Evidence of peer review,
review author identified
Look for: Extravagant claims, URL (.com vs. .org),
funding agencies
Up-to-date sources: What could have Up-to-date sources: Copyright date or
changed about this topic since indication when page was last updated
publication
In academia we are looking for sources that are
reliable, accurate, objective, and up-to-date.
29. Primary Sources Secondary sources
Original & direct Draw from primary
evidence sources
First hand experience Use evidence from
Historical documents, primary sources
interviews, raw May comment on
experiment data primary sources
TERTIARY SOURCES Use primary sources to
Compile, index, or organize construct argument
Sources may have analyzed or Books or articles that
digest secondary sources provide analysis, critique,
Abstracts, bibliographies, or a synthesis from a
handbooks. Encyclopedias,
range of sources
indexes, catalogues.
Cage, K. (2011). Identifying academic sources. Massey University. Retrieved July 9, 2012 from
http://owll.massey.ac.nz/academic-writing/identifying-academic-sources.php
30. Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on sources
Step 5: Citing sources & constructing reference list
31. Step 4: Reading, examining, taking notes on sources
Interpret and synthesize information
Examine information source, identify source type
Look at context, methods, results, discussion, etc.
Think critically: ask questions, examine the context
(who did the research, what are the research
questions), research methods used, results,
conclusions
Verify accuracy
Use and communicate information
Write objectively (supported by findings, free from
influence), concise, formal (formatting according to style)
32. Step 1: Defining a topic and planning for research
Step 2: Information seeking strategies
Step 3: Critical evaluation of information sources
Step 4: Reading, examining, taking notes on sources
Step 5: Citing sources & constructing reference list
33. “Scholarly communication is the entire set of
activities that ensure that research and new
knowledge can be made known” (DeFelice, 2009).
Citations demonstrate how you
developed your argument and ideas
from the ideas of others
Citations give credit where credit is
due
Citations give the reader of your work a
path to the sources you used, so they
can investigate those sources if
interested
(Mohanty et al., 2009)
34. Publication (Registration
Creation and Certification) Dissemination
Manuscript & IP Editor
Academic
Publisher Library
Peer
Reviewers
Reformulation
35. Direct quotes
Paraphrases
Words or terminology specific to or unique to the author’s
research, theories, or ideas
Use of an author's argument or line of thinking
Historical, statistical, or scientific facts
Graphs, drawings, etc.
Articles or studies you refer to in your work
(Mohanty et al., 2009)
36. Step 5: Citing Sources & Reference Lists
Identify elements of citation you will need for each item
Cite your sources as you go!
Try a numerical system for in-text citations
Write key author names with notes
Compile list of database citations as a working document
throughout research process
Formatting rules provided style guides
Reference list, works cited list, versus bibliography
Do not trust MS Word or auto-formatting
37. American Library Association. (1989). Presidential Committee on Information Literacy: Final Report.
Retrieved July 9, 2012 from http://www.ala.org/acrl/publications/whitepapers/presidential
Association of College and Research Libraries. (2009). ACRL scholarly communication 101: Starting with the
basics [PowerPoint]. Retrieved from
http://www.acrl.org/ala/mgrps/divs/acrl/issues/scholcomm/docs/SC%20101%20Introduction.ppt
Association of College and Research Libraries. (2012). Introduction to Information Literacy.
http://www.ala.org/acrl/issues/infolit/overview/intro
Association of College and Research Libraries. (2000). Information Literacy Competency Standards for
Higher Education. http://www.ala.org/acrl/standards/informationliteracycompetency
American Psychological Association. (2009). Publication manual of the American Psychological
Association. Washington, DC: Author.
Cage, K. (2012). Reference list vs. bibliography. Retrieved July 9, 2012 from
http://owll.massey.ac.nz/referencing/reference-list-vs-bibliography.php
Jefferson Community College, 2012). Information literacy tutorial. Retrieved July 9, 2012 from
http://sunyjefferson.libguides.com/content.php?pid=127609&sid=1095964
Mohanty , S., Orphanides, A., Rumble, J., Roberts, D., Norberg, L., Vassiliadis, K. (2009). University libraries'
citing information tutorial. Retrieved from http://www.lib.unc.edu /instruct/citations/introduction/
OCLC. (2002). How Academic Librarians Can Influence Students’ Web-Based Information Choices. OCLC
White Paper on the Information Habits of College Students. Retrieved from
http://www5.oclc.org.ezproxy.okanagan.bc.ca/downloads/community/informationhabits.pdf
Okanagan College. (2010). Academic offenses. Retrieved from http://webapps1.okanagan.bc.ca/ok/calendar
/Calendar.aspx?page=AcademicOffenses
University of Alberta. Information literacy at the University of Alberta. Retrieved July 9, 2012 from
http://www.psych.ualberta.ca/~ITL/InfoLit%20v.2.0/index.html
University of Idaho. (2012). Information Literacy Portal: Module 3. Retrieved July 9, 2012 from
http://www.webs.uidaho.edu/info_literacy/modules/module3/3_6.htm
Notas do Editor
Why is it important? Information overload, data smog– too much information can create a barrier in our livesAn IL student is able to: Determine the extent of information neededAccess the needed information effectively and efficientlyEvaluate information and its sources criticallyIncorporate selected information into one’s knowledge baseUse information effectively to accomplish a specific purposeUnderstand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
Before we even begin searching and using library resources we need to know exactly what we are looking for.Preparing and defining the information need prior to searching saves time
Step 1: Planning for research, topic definition, and information types and sourcesExample: What led to the fall of the Roman Empire?Your topic may outright say, what, how, who, in which case you are asking in relation to?Evaluate a fall or decline in relation to the Roman EmpireThesis statement: The fall of the Roman Empire was largely due to political, economic, and social causes
How are you going to answer your information need?
Survey of college students across the US.
Identify main concepts, find synonymsDesign search: roman empire, fall OR decline, political, social, economicLocate: books using the library catalogue, history databases, sociology databases, library guides. Library catalogue, reference sources, cross disciplinary, maybe OCtopus? - Now that we have a search strategy and have identified key words, we use those tools to find some resources.
Academic source: Demonstrate that the information you are using has been researched and is information is supported by evidence. Authoritative: identify the qualifications and expertise of the writer. Sourced: credits the origins of information and ideas via reference list or bibliography. Peer-reviewed: other academic or experts in the field have read the source and checked for accuracy, often a panel of referees (journals), or editors (books). Objective: look at topics fairly, does not ignore alternative positions, even if does take a side. Written for academics: target audience usually researchers, students, lecturers, professionals.
Who is the sponsor, owner, finding agency? Just because a person’s name is on a site does not mean they wrote the information on the site and does not mean they truly existExamples: Bisphenol-A, Martin Luther King
Academic sources consider multiple sources of information to get to the big picture. Relying on evidence, logic, research. That is why outside sources are normally considered more valuable. You still want to present your own position and ideas, but your position should be supported by evidence from other sources. Reflective writing may emphasize personal experience, it depends on the assignment. Printed sources: books and articlesQuality over quantity
Information ethics
Traditional system of scholarly communication….Standing on the shoulders of giants….Intellectual property
A good rule of thumb is to ask yourself if a knowledgeable reader would be familiar with the information in question. If he or she would have to look it up to confirm it, you should usually document it. If you're not sure, cite it to play it safe.Example: What would you need to cite? Today it is 10 degrees in Kelowna or the Sky is blue.APA advises: “Cite the work of those individuals whose ideas, theories, or research have directly influenced your work. They may provide key background information, support of dispute your thesis, or offer critical definitions and data. Citation of an article implies that you have personally read the cited work. In addition….provide documentation for all facts and figures that are not common knowledge” (p. 169).APA says don’t have to cite common knowledge, but what is that? Can depend on the research you are doing and your reader audience, so always better to cite.Don’t have to cite your own ideas of course, but other people do, even if a close friend!
Do not trust MS Word or auto-formatting- OK starting point for extracting elements of citation