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Information Literacy Program

A collaboration between faculty and librarians to develop information literate students

Program Objectives:

Students will:

  • label a community of scholars
  • describe how research is more than just searching
  • recognize that Information in any format is produced to convey a message and is shared via a selected delivery method
  • recognize that searching is not random
  • identify partners in search exploration
  • recognize that information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used
  • define the meaning of "information has value"

Student Learning Outcomes:

Choosing a Research Topic

Students will:

  • formulate questions for research, based on information gaps or on reexamination of existing, possibly conflicting, information
  • recognize that you, the researcher, are often entering into an ongoing scholarly conversation, not a finished conversation
  • conduct background research to develop research strategies

Developing a Research Strategy

 Students will:

  • use different types of searching language appropriately
  • identify interested parties, such as scholars, organizations, governments, and industries who might produce information about a topic and then determine how to access that information
  • assess the fit between an information product's creation process and a particular information need

Ongoing Research Process

Students will:

  • recognize that first attempts at searching do not always produce adequate results
  • design and refine needs and search strategies as necessary, based on search results
  • use research tools and indicators of authority to determine credibility of sources, understanding the elements that might temper this credibility

Analyzing & Reviewing Sources

Students will:

  • assess gathered information for gaps or weaknesses
  • analyze and interpret the information you have collected
  • recognize issues of access or lack of access to information

Using Information Effectively

Students will:

  • practice proper citation and attribution
  • synthesize ideas gathered from multiple sources

 

Librarians provide course-related library instruction on request. This instruction focuses on helping students learn information-seeking and evaluation skills relevant to a particular course.

  • Librarians provide instruction in a classroom or as a Course Librarian in Moodle. Contact Donna Windish dcwindish@randolph.edu to schedule library instruction.
  • Librarians are available to collaborate with faculty to design assignments that provide students with an opportunity to practice and refine their information literacy skills.

  • Faculty and students may Book a Librarian for assistance in exploring library resources and improving their information-seeking skills.


À la carte Menu of Library Instruction Topics

→ The cost for each selection appears as time in curly brackets { }
→ Add approximately 30 minutes if student hands-on time is desired.
→ Contact Donna Windish dcwindish@randolph.edu to request any of these items.

Search strategy techniques {10 minutes}
Learn about keywords, combining terms with AND and OR, and the importance of synonyms.

Library Catalog / Requesting books from other libraries  {20 minutes}
How to search for books in RCC Library, in community college libraries throughout North Carolina, and how to request that books be sent to RCC Library.

General interest database - ProQuest Central {15 minutes}
Learn basic searching in ProQuest Central. If more advanced searching is required, please allot more time.

Specialized databases {20 minutes per database}
Most disciplines have specialized databases such as Opposing Viewpoints in Context and Literature Resource Center. They are more complicated but often provide better search results and citations in scholarly journals.

Distinguishing between popular and scholarly journals {15 minutes}
Hands-on activity teaches students to compare and contrast periodicals and learn for themselves the differences. Especially helpful for first year students who have never seen a scholarly journal before.

Evaluating Web sites {20-30 minutes}
Easily expanded to a full 50-minute session, this class covers the basics of evaluation and includes a hands-on exercise for students to practice evaluation techniques.

Library Tour {20 minutes}
Acquaints the students with library resources and policies. Optional: have students find print resources on their research topics.

 

Librarians work with faculty to incorporate library/research activities and resources directly into Moodle courses.

Activities range from basic to an expanded level of involvement with a librarian.

Most activities require little faculty time and all will aid in developing students' information seeking and research skills.

BASIC

  • Place a link to the Library Research-The Process guide in a Moodle course.
  • Request that a LibGuide be created for a curriculum course and then place the link in Moodle.
  • Ask-a-Librarian Moodle Discussion Forum: add a librarian to a Moodle course with a "non-editing teacher" role. The librarian will set up a Discussion Forum where students can post research questions and requests for assistance. The librarian will monitor the forum and provide assistance, suggestions, and feedback.

EXPANDED

  • Library/Research Module: Add a librarian to a Moodle course with a "non-editing teacher" role. Working with the librarian, faculty can create Discussion Forums on various topics where students are required to participate as part of an assignment in order to develop their research skills. Sample discussion forums might include:
    • Developing a Research Question
    • Finding Scholarly Articles
    • Evaluating Websites
    The librarian can monitor the Discussion Forums and provide feedback.
  • Tutorials and Handouts: specialized video tutorials and PDF worksheets can be created on various research/library topics and integrated into a Moodle course.

Librarians are flexible with these services. We can be involved as much, or as little as you would like, ranging from the entire semester, to only a specific time period.

To take advantage of any of these services, contact Donna Windish, Instructional Services Librarian, by email dcwindish@randolph.edu or call 336-633-0204.

Course Librarian Service - faculty, right choice.

Creative Commons License
This work, "Course Librarian Service: Is it the right choice for my course?", is a derivative of "A General Guide to Understanding Written Plagiarism" by EasyBib used under CC BY NC SA 3.0.

Librarians have prepared Research Guides to key resources and helpful instructional aides for faculty and students.

Contact Donna Windish dcwindish@randolph.edu if you have requests for a new guide.

  • Piloted in spring 2011, the Information Literacy Course was renamed "Research 101" in fall 2013.
  • Research 101 is a self-paced Moodle course that includes five lessons & quizzes covering how to
  • choose a research topic,
  • develop a research strategy,
  • navigate the ongoing research process,
  • analyze and review sources,
  • use information effectively.
  • Upon faculty request, curriculum course students will be enrolled in Research 101. Send requests to Donna Windish dcwindish@randolph.edu.
  • We strongly recommend that all ACA students complete Research 101.

We envision the course being used in a number of ways:

  • As an independent assignment outside of scheduled class time in preparation for a research project or a live library instruction session

  • As a basis for a class discussion (e.g. plagiarism and citation styles)

  • As a context for designing research assignments

  • As a library instruction session for any online class and particularly for ACA courses

  • As a tool for capturing the stages of students' research processes

 

Based on an analysis of spring 2013 – spring 2014 semesters conducted by the Director of Planning & Assessment, Research 101 contributed to student success.

Over the course of the four semesters, 82.57% of students who used Research 101 scored A, B, or C in curriculum courses compared to 77.52% of students who did not use Research 101. 

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