Ta info lit workshop 9 10 10
•Transferir como PPTX, PDF•
1 gostou•387 visualizações
Workshop for UCLA Teaching Assistants and others on how to incorporate information literacy (including critical thinking) into their curricula and assignments.
Recomendados
Recomendados
Mais conteúdo relacionado
Destaque
Semelhante a Ta info lit workshop 9 10 10
Semelhante a Ta info lit workshop 9 10 10 (20)
Mais de Esther Grassian
Mais de Esther Grassian (20)
Último
Último (20)
Ta info lit workshop 9 10 10
- 1. Teaching Information Literacy & Critical Thinking Esther Grassian UCLA College Library Summer 2010 (9/10/10) 1
- 2. About you… Your name, department & course? 2
- 3. Agenda LibGuide Top Teaching Topics Others, as time permits Online & In-Person Student Help Help for TAs/Instructors Questions Welcome! 7
- 5. “Hoax, Scholarly Research, Personal Opinion? You Decide!” TOPICS Online Student Help 10
- 6. Web 2.0 Critical Thinking “Evaluating Web Content” “Thinking Critically About Web 2.0 & TOPICS Beyond” Online Student Help 11
- 7. Top Topics 1. Effective Database Selection & Searching 2. Google Advanced & Google Scholar 3. Broadening/Narrowing Research Topic Online Student Help 12
- 8. Topic Broadening/Narrowing Topic Broadening Exercise Topic Narrowing Exercise TOPICS Road to Research: Starting Points Online Student Help 13
- 9. Topic Broadening Hispanic women 85 and older in LA need protection from abuse in nursing TOPICS homes. Online Student Help 14
- 10. Key Topic Words Hispanic Women 85 and older TOPICS L.A. Abuse Online Student Help Nursing homes 15
- 11. Related Words/Concepts Latin*; Chican* TOPICS Senior Citizen*; Elderly California; Los Angeles Online Neglect; Violen* Student Help Long-Term Care 16
- 12. Topic Narrowing Broad topic: Immigration TOPICS Limiters… Online Student Help 18
- 13. Topic Narrowing Broad topic: Immigration Limiters… TOPICS Timeframe: 1940s – 1950s Geographic Region: California Online Person/Group: Braceros Student Help Event/Aspect: Living conditions 19
- 14. Topic Sentence/Argument “Poor living conditions for Braceros did not improve over a 10-year period they TOPICS worked in California, from the 1940s to the 1950s.” 20
- 15. Online Help… Road to Research: Starting Points OWL: Prewriting (Invention) General Questions TOPICS OWL: More Prewriting (Invention) Questions Online Student Help 22
- 16. UCLA Library Home Page TOPICS Online Student Help 23
- 17. All 13 UCLA Libraries Books TOPICS Periodical Subscriptions Other materials Online Student Help No Articles! 24
- 18. Help Using It… Road to Research: Find It! Books College Library How-To Guides TOPICS UCLA Library Catalog guide (pdf) Online Student Help 25
- 19. Magazines vs. Journals TOPICS Online Student Help 28
- 21. Effective DB Selection & Searching 30
- 22. “Visible” v. “Invisible” Web TOPICS Online Student Help 31
- 23. UCLA Library Home Page TOPICS Online Student Help 32
- 24. Which Database? Subject Matter? Time Period? Publications? TOPICS Online Student Help 33
- 25. Web of Science Topics: Sciences, Social Sciences, Arts & Humanities Materials: Articles (from 5300 TOPICS Journals), Book Chapters Time: 1900+ (sciences) Online Student Help 34
- 26. Let’s try it... TOPICS Online Student Help 35
- 27. Get Copies Online Copy Paper Copy Request a FREE Copy TOPICS Online Student Help 37
- 28. Key Points Pick Useful Database Can search, display, save Look for… Online Help TOPICS Boolean Operators Online Truncation (Wild Card) Symbols Student Help Descriptors/Subjects (controlled vocab) DON’T PAY FOR ARTICLES!! 38
- 29. Online Student Help Assignment Calculator Road to Research Research Paper Planner TOPICS Online Student Help 39
- 30. More Help for Undergrads… Academics in The Commons Workshops (Covel Commons) ½ hour Research Appointments (through MyUCLA Workshops) Questions? Ask Us! TOPICS Online Student Help 40
- 31. Plagiarism What it is & how to avoid it Why to cite How to cite TOPICS Online Student Help 41
- 32. Plagiarism = unacknowledged or unintentional use of another’s words and/or ideas TOPICS Online Student Help 42
- 33. Avoiding Plagiarism Citation, except “Common Knowledge” Quote Summarize Paraphrase TOPICS OWL (Purdue): How to paraphrase Online Student Help 43
- 34. Why cite? Show Evidence Give Credit “Breadcrumbs” “friendofdarwin’s Darwin Poster” (video) TOPICS “EPIC 2015” (video) Online Student Help 44
- 35. How to Cite “Which is Which?” (exercise) Road to Research: Plagiarism (tutorial) Road to Research: Citation (tutorial) TOPICS Online Student Help 45
- 37. Google Scholar Pluses Minuses TOPICS Online Student Help 47
- 38. Help for TAs/Instructors… Information Literacy Assignment Ideas UCLA LibGuides Teach Information Literacy & Critical TOPICS Thinking! Subject Specialist Librarians Online Student Help 50
- 39. Information Literacy Enhanced Syllabus TOPICS Online Student Help 51
- 40. Review Information Illiteracy Teaching Topics Online & In-Person Student Help Help for TAs/Instructors TOPICS Online Student Help 52
- 41. UCLA Library in Second Life 53
Notas do Editor
- Before we beginCan you go around the room, say your name, your department, & the course you’re TAingfor, if you knowThanks!
- I designed this workshop for you—Teaching Assistants1 imp reason for doing this is that we teach lots of classes for many depts—there’s growing demand for them & there are only 6 CL librarians, 1 librarian for 4292 undergrads, & w/budget cuts, we may not be able to meet all of the demand
- What is Info Lit or IL?Many different definitions, but basically, it’s the ability to identify, locate, evaluate & use information effectively & ethicallySo, one of the main goals of this session is to provide you with some ILtips and techniques you can use with your own students, inclass or as assignmentsIt’ll save you time & hopefully result in stronger papers, as well as improved information researching & critical thinking skills among your students
- We’re going to start by trying out a web critical thinking exercise I’ve used in undergrad courses I’ve taught, and then go on to other topics … OK—ARE YOU READY?As you probably know, many students think they’re really good at researching because they use Google & WikipediaBecause of the vast quantities of Web sites, blogs & other information available through the web, & their uneven quality, though, it’s important to keep in mind some critical thinking questions about all kinds of information...
- … For critical thinking about blogs and social networking sites too…Cohen, Laura, and Trudi Jacobson. 2008. “Evaluating Web Content.” [Online]. Available: http://library.albany.edu/usered/eval/evalweb/ [Cited February 28, 2008]Web 2.0 guide: http://www2.library.ucla.edu/libraries/college/11605_12008.cfmAgain, you could set up a wiki and ask groups of students to review some blogs or social networking sites, & come up with their own evaluation criteriaQUESTIONS? READY TO GO ON?OK—LET’S GO BACK TO THE LIST & PICK ANOTHER TOPIC…
- These are the othertop topics you wanted to learn about from the survey resultsEffective db selection & searchingGoogle & Google Scholar advanced searching & other Google ToolsBroadening/Narrowing Research TopicWHICH OF THESE WOULD YOU LIKE TO DO NEXT?THEN WE’LL COME BACK TO THIS LIST & PICK ANOTHER TOPICShow of hands for each topic…
- Selecting a researchable topic can be difficult for undergradsSome pick research paper topics that are much too narrow, while others pick very broad topicsWe’ll try 2 different exercises & talk about some worksheets students can use for this purposeThen I’ll show you some help in an online tutorial, the Road to Research, w/links to other sites like OWL, Purdue’s Online Writing Lab
- Braceros were Mexicans who contracted to work in the U.S. under the U.S./Mexican Bracero Program, instituted in 1942.
- Taking all of the limiters into account, here’s a possible argument or topic sentence for a research paper. If the student finds too much information, the timeframe could be shortened, or students could compare date from one year to another.If there’s too little information, the timeframe could be broadened.
- NOW—PART 2: After modeling this approach, I’ve divided the class into small groups and given them all the same broad topic—e.g., DRUG LAWSI give them about 5 minutes to identify some limiters on this topic & come up with a topic sentence or argumentThen I have the groups report back & it’s a real aha moment for many students, as each group comes up with dif limiters & research questionsAs AN OPTIONAL PART 3:when I’m teaching a credit course, I ask each student to fill out a worksheet with room for 2 possible research paper topics.They must list some limiters for each one, and then come up with a topic sentence or argument for eachThey turn in the worksheet & I pick one of the two for them to use for a research paper, with comments, if their topic is still too broad or too narrow.So, those are 2 in-class exercises for topic narrowing/broadeningWe also have some online help you could assign instead…
- More on catalogs…On beyond UCLA Library Catalog…Next Gen MELVYL – In dev, may replace MELVYL Catalog at some pointWorldCatILLTips for finding book chapters: Google Books; Amazon Search within a book; Google searchQUESTIONS? Back to Topics
- MAGAZINES V. JOURNALS & SCHOLARLY PUBLISHING PROCESS…Ok, now let’s assume your students have research topics & need to find articles--what next?Well we can probably also assume that they’re going to go to Google and Wikipedia, automaticallyThey may think that’s all they need to do, and they may not understand what you mean when you ask them to look for scholarly journal articles.They probably don’t know what “peer-reviewed” means, and the word ‘article” could mean a web page to them.So, I’m going to show you a comparison table, as well as a couple of in-class ways to help your students learn the differences between magazines (popular publications) and journals, I’ll follow up with a brief analogy to help students grasp the scholarly communication process.Then we can pick a db & search it as an example
- Now I’m going to show you a way to model database selection & searching for your students, as they follow along & as you ask questions to get them think throughout
- Plagiarism is all too common these days, as students may copy & paste from web sites, or even from article abstracts onlineThey may not be aware of intellectual property or they may disregard itImportant to talk with students about… What plagiarism is & how to avoid it Why to cite How to cite
- Figure out what you need to acknowledge—words or ideas of othersCite themDo not need to cite “common knowledge,” though this can be date-specific—e.g., what is a cellphone is now commonly understood, but wasn’t when cellphones were first introducedCan quote, summarize or paraphrase, but all need to include citationHow to Paraphrase—OWL: http://owl.english.purdue.edu/owl/resource/619/01/
- Why cite?1. Show evidence to support your arguments2. Give credit to show respect for others’ intellectual property3. Allow others to find your evidence & see if they agree with your interpretation or use of it to support your arguments4. You may also want to use some short videos in class & then discuss them—e.g., “friendofdarwin’s Darwin Poster” (5:15) http://www.youtube.com/watch?v=f_iJb2AeL4U And “EPIC 2015” (8:56) http://www.youtube.com/watch?v=OQDBhg60UNI
- Need to know what kind of material you’re citing—many students confused by this“Which is Which?” exercise can help, esp if you follow it up by asking students to find the more problematic items in the Library Catalog—e.g., book chaptersLet’s go to the exercise so you can see where it is—Lib Guides “Exercises & Handouts” page: http://guides.library.ucla.edu/content.php?pid=33500&sid=263583Road to Research/Road Etiquette/Plagiarism offers lessons & exercisesRoad to Research/Road Etiquette/Citation
- Ok—GS: HOW MANY OF YOU HAVE USED IT?It’s a single database that allows you to search for some books and some articlesI always tell students to use whatever is helpful, but question everything… Some people are skeptical about using it because Google doesn’t reveal its scope—new article: Jasco 11/1/09 LJ: “GS’s Ghost Authors, Lost Authors & Other Problems”: http://www.libraryjournal.com/article/ca6698580.htmlTaking off from Nunberg 8/31/09 Chronicle of Higher Ed: “Google’s Book Search: A Disaster for Scholars” http://chronicle.com/article/Googles-Book-Search-A/48245/GS ignored metadata provided by publishers & developed their own crawlersExample of problem: Go to GS/Advanced Search/Written by:login (10,200)P Options=Payment Options; from TOCs: B MethodsDefinitely skews citation counts… & messes up authorship In addition…
- We don’t know which periodicals it indexes, how far back they go, or which books it listsWe also don’t know what its ranking algorithm is—what makes some items pop up to the topWhat we do know is that Google draws some of its periodical results from free databases like PubMed and ERIC, both paid for by our tax dollars, but freely available to everyone Some UCLA students also don’t realize that the reason they can get many articles for free through GS is that the UCLA Library pays for subscriptions to many online periodicalsThese are all important caveats to pass along to your studentsBUT, there are some handy tricks and tips you can use with GS to improve your results
- PREFERENCES:For off-campus searching—set for UCLA so can get articles for free through Library (UC-eLinks)ADVANCED SEARCH: Can limit to a disciplinary areaCan do a more exact searchDate range; published in particular journal; written by… Let’s search for “critical thinking” “information literacy” (8,380)….RECENT ARTICLES: Not just articles… Back to 1991Restrict to SINCE 2005 (3,710)RANKING? #1 (“What and who…”) pub 2007, cited by 19; #2 Information Literacy Instruction, pub. 2010, cited by 90; #3 IL, Caravello, cited by 3 & pub in 2008TIMES CITED: Q—how accurate & up to date is this figure? Basically, it’s times cited in GS database, which is not comprehensive… But again, it can be helpfulQ’S? BACK TO TOPICS…
- OK--how do you apply all of this for yourself, when you teach your own course? For several years, I worked with Ph.D. students from many dif disciplines who were taking the CUTF seminars with the late Peter Kollock…I suggested IL enhancements to some of their syllabi & other librarians did too I thought you might like to see some excerpts from one of those syllabus that I’ve gotten permission to share—see handout… [IF TIME PERMITS, GO OVER IT…]If anyone’s interested in seeing the entire syllabus, please email meQUESTIONS?
- Just 2 last things—These are students from Lisa Gerrard’s English Comp class in Second Life, in front of the UCLA Library, along with my avatar, Alexandria KnightIf any of you are interested in virtual worlds, I’d be happy to talk with you about bringing your students to SL, critical thinking & other exercises you can conduct there, and even teaching classes in SL, as Lisa and others do.AND, if there’s a group of Tas in your dept. who want to have this workshop, let me know & we can set it up