Rilsaf14 week1

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  • 1. RESEARCHAND INFORMATIONLITERACYENG 216AProfessor Susan AcamporaGill Library CNR(914) 654-5353sacampora@cnr.eduTuesday 6pm 7:15pm Co-op City

2. Week One: Introduction Class Objectives: Orientation Understand the importance of information literacy and the expectations of academicwriting Discussion: Class Introductions Pre-Test What is Information Literacy Syllabus review, policies, class format, projects, expectations Review of academic research and writing conventions, subject disciplines, types ofresearch, types of information Introduction to Gill Library and Web site: resources, policies, services Lab Assignment/Homework: Write a three paragraphs essay explaining what you hope to learn in this course, whatyour concerns and interests are regarding this course and what it means to you to beinformation literate. Homework: Read: Lester and Lester Chapter 2 Finding a Topic Pages: 11-32 3. Go to the Library Homepage Select Quick Links RIL This will take you to the RIL FacultyDirectory Find me there and click on the link tomy RIL Web page. = RILRIL Course Web Site 4. Educat ion:Ar t , M.S.Educat ion, M.S.Library Science, M.L.S.CNR Gi l l Library 1992-Teaching Informat ion Li teracySystems and Electronic ResourcesExhibi ts ht tp: / / t inyur l .com/nev8j65Vi r tual Library ServicesResearch Interests:Women and EcologyAnimal RightsMemor ial Ar tHobbies:Restor ing old furni tureJewel ry MakingHiking wi th Ol iver,my trusty research assistantABOUT ME 5. Class IntroductionsTell us about yourself Your Name? SNR Area of Interest? Graduation date? Future Goals? Special Interests? 6. Why do We Need to BeInformation Literate? 7. Ten Minute AssignmentWrite a two paragraph essay answering:1) What do you hope to gain from thiscourse?2) What are your interests and concernsabout doing research? 8. Why Do We Seek Information?We need to know!!!WE ARE LIFELONG LEARNERS 9. How Do We AvoidInformation Overload?What sources do we consult, when and how? 10. Can We Trust What We Find? 11. How Do We Make Sense of What We Read? 12. How Do We Use Information Responsibly? 13. The American Library Association ALA Final Report of their Presidential Committee on InformationLiteracy (1989) stated: Information Literacy is defined as an individuals ability to knowwhen there is a need for information, to be able to identify, locate,synthesize, evaluate, and effectively use that information for theissue or problem at hand. excerpted from NFIL Read more from the National Forum on Information Literacy: 14. Ask Yourself: What do you need or want to know? How will you find information? How can you know information is reliable? How will you integrate information into your ideas,writings? What do you need to know to use information responsibly?Knowledge is power. Information is liberating. Kofi Annan This course will enable you to do these things today andtomorrow... 15. International Federation of Library AssociationscreatedThe Alexandria Proclamation, 2005 Information Literacy empowers people in all walks of life to seek, evaluate, use, and create information effectively to achieve their personal, social, occupational and educationalgoals.It is a basic human right in a digital world and promotes socialinclusion of all nations. Excerpted from: 16. Syllabus Review 17. Course Description: In this course, students will develop the research skills necessaryfor both completing college assignments and sustaining life-longlearning. Working hands-on through Gill Library and completing in-class andweekly assignments, students will cultivate the information literacyskills essential for success in a college setting. The goal of this course is to assist students in acquiring confidenceand proficiency in seeking, evaluating, and managing the wealth ofinformation currently available in print, media and online. The Research and Information Literacy course is designed to workin conjunction with Language, Thought and Critical Analysis andCore Seminars such as Urban Community and Human Body to assiststudents in the successful completion of their researchassignments. 18. Information Literacy Competency Standards The Association of College and Research Libraries Information literacy forms the basis for lifelong learning. It is common toall disciplines, to all learning environments, and to all levels of education. Itenables learners to master content and extend their investigations, becomemore self-directed, and assume greater control over their own learning. Aninformation literate individual is able to: -Determine the nature and extent of information needed -Access the needed information effectively and efficiently -Incorporate selected information into ones knowledge base -Evaluate information and its sources critically -Use information effectively to accomplish a specific purpose -Understand the economic, legal, and social issues surrounding the use ofinformation, and access and use information ethically and legally 19. RILs 6 Course Objectives: 1 Choose an appropriate academic research topic, develop a thesisstatement, create a research question 2 Develop and execute an effective research strategy: selectappropriate research sources; select related search terms; useappropriate research methods and advanced tools to find relevantresearch materials 3 Cite resources properly using MLA citation format. 4 Evaluate research sources and materials. 5 Avoid Plagiarism 6 Navigate Gill Library Web site to locate and use resources,services, and virtual features 20. Statement of Academic Integrity : Plagiarism includes, but is not limited to, using copyrightedpublished information without in-text citation; paraphrasingdeliberately without citing; incorrectly listing references orworks cited pages; purchasing papers online or from otherindividuals; passing off the writing and/or research conceptsof others as your own; and paying a ghostwriter for doing astudent's paper. Plagiarism also includes neglecting to adhereto all MLA or APA format rules governing plagiarism. Thecommission of any form of plagiarism will be reviewed byfaculty and staff and can result in serious disciplinary actionwhich may lead to dismissal. The School of New ResourcesCourse Description Book 21. Required Reading: -Lester, J., & Lester J Jr., (2012). Writing research papers: A completeguide. (15th ed.). Boston, MA: Pearson.- Additional Readings: To be determinedHomework consists of required readings to prepare for the nextclass. 22. Grading Criteria: Grading will be based on course rubric Class participation and lab/homework assignments: 20% Mid-term Project: 30% Final Project: 25% Final Exam: 25% 23. Course Format: Discussion/Lab Activity: Each class will consist of a discussionperiod and hands-on lab activity. Homework: Readings will be assigned weekly. Students areexpected to complete assigned readings before the start of eachclass. Additional homework may be assigned related to lab work.- Bringing the Library to the classroom- Virtual Services supplement onsite Library experience 24. Projects: Midterm Project: Research Essay A brief report formatted according to MLA 7th Edition in the style of oneof the following: Argumentative essay, Cause and Effect essay, Compare and Contrast essay Research Paper The purpose of the Mid-Term Project is to give students an opportunity toapply research skills and strategies in the context of an academic writingassignment measurable by course objectives 1, 2, 3, and 5. The following elements shall comprise the midterm project: 25. Mid-Term Project Details An MLA Opening Page Essay: No less than 3 pages. A well-formed thesis statement Discussion of the students research Evidence of avoiding plagiarism by using author attribution, paraphrasing,in-text citing 3. Works Cited Page: The works cited page must include citations of thefollowing: 1 primary source book with one author; 1 primary research peer-reviewed scholarly journal article from a librarydatabase 1 secondary source (book or article with multiple authors) 26. Final Project: Two PartsThe purpose of the Final Project is to give students anopportunity to apply their cumulative knowledge andskills relative to course objectives 1-6, and to providestudents with an opportunity to share feedback with theinstructor regarding their course experience. Part 1: Research Process Portfolio Students will refine 5 selected lab/homeworkassignments based on course objectives into a finalprogress portfolio report. 27. Final Portfolio Project Part 2: Part 2: A Reflective Essay: To be presented in class during groupdiscussion. Course Objective # 6: Students will write a brief essay describing theirexploration and utilization of Gill Library resources, services and virtualfeatures as indicated in Course Objective #6a 6e. These shall includeevidence of successful searches in Social Sciences and Literaturedatabases, and evidence of having successfully used ILLiad, EReserves,Subject Guides, My Library, Chat, Email a Librarian and virtual features. and Course Feedback: Students will write two paragraphs about theirexperience of the course. Students may refer back to Class #1lab/homework assignment in which the student wrote an essay on theirexpectations of the course, to share feedback with the instructor as towhether their expectations have been met and what else theyd like tohave had covered in the course. 28. Examinations: A final examination will be given on the last day of class. It is designed to be FUN as well as an evaluation of learning! 29. Lets take a look at-academic research and writing-subject disciplines-types of information and research 30. How is