![SESSION
OVERVIEW
I.
Information literacy and the Common
Core
II.
Information Literacy Competency
Standards for Higher Education
III. Profile of teens and their research skills
IV. Profile of NMC students’ research skills
V.
Embedded information literacy at NMC
VI. How to find practice texts to evaluate
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I.
How to evaluate practice texts
II.
Active learning in the classroom](https://image.slidesharecdn.com/findingandevaluatingsources-131105154857-phpapp02/85/Finding-and-Evaluating-Sources-2-320.jpg)
Finding and Evaluating Sources
- 1. FINDING AND EVALUATING SOURCES Janet Lively NMC Communications Instructor Ann Geht NMC Instruction Librarian
- 2. SESSION OVERVIEW I. Information literacy and the Common Core II. Information Literacy Competency Standards for Higher Education III. Profile of teens and their research skills IV. Profile of NMC students’ research skills V. Embedded information literacy at NMC VI. How to find practice texts to evaluate [break] I. How to evaluate practice texts II. Active learning in the classroom
- 3. COMMON CORE STANDARDS & COLLEGE READINESS CCSS.ELA-Literacy.CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. CCSS.ELA-Literacy.W.6.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Link to Common Core State Standards for Reading Informational Texts (by grade)
- 4. INFORMATION LITERACY STANDARDS FOR HIGHER EDUCATION 1. The information literate student determines the nature and extent of the information needed. 2. The information literate student accesses needed information effectively and efficiently. 3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. 4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. 5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
- 5. TEENS & TECHNOLOGY 2013 A PEW RESEARCH CENTER REPORT 1. One in four teens are “cell-mostly” internet users, who say they mostly go online using their phone and not using some other device such as a desktop or laptop computer. 2. 78% of teens now have a cell phone, and almost half of them own smartphones. That translates into 37% of all teens who have smartphones, up from just 23% in 2011. 3. 93% of teens have a computer or have access to one at home. Seven in ten (71%) teens with home computer access say the laptop or desktop they use most often is one they share with other family members.
- 6. TEENS & RESEARCH PEW RESEARCH CENTER 1. High schoolers (ages 16-17) are more likely than other age groups to have used the library in the past year, especially to have checked out print books or received research assistance. 2. 76% of teachers surveyed “strongly agree” with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily. 3. The teachers surveyed rated students particularly low on their ability to recognize bias in online content (71% rate them fair or poor), and patience and determination in looking for information that is hard to find (78% give ratings of fair or poor).
- 7. NMC STUDENTS & THE RESEARCH PROCESS PRIMARY CHALLENGES 1. “What am I looking at?” Identifying source types regardless of format 2. “What is a database?” 3. Identifying the characteristics of an authoritative source 4. Formulating a search strategy beyond Google 5. Generating keywords 6. The mechanics of using print sources
- 9. ENGLISH 111: LIBRARY SESSION #1 • Students will be able to locate physical items such as the reference desk, reference books, circulating books, and periodicals within the library. • Students will understand library procedures for borrowing items, printing, copying, and scanning, and using the library’s desktop and laptop computers. • Students will adopt the optimum research sequence: a) defining a topic b) gathering background information from reference sources and government/organization websites c) reviewing scholarly books, scholarly journal articles, and articles from respected, neutral periodicals and websites and d) gathering opinion pieces and primary sources. Students will understand that they will most likely need to backtrack when they uncover new keywords. • Students will evaluate sources they encounter on the criteria of a) relevance b) reliability c) credibility d) timeliness and e) diversity (refer to The Composition of Everyday Life, Brief 4th Edition p. 446). • Students will understand the research process is, in
- 10. ENGLISH 111 LIBRARY SESSION #2 • Students will be able to explain the peer-review process and why the process leads to the creation of authoritative sources. • Students will be able to identify a source as scholarly regardless of source format (electronic, print, etc.) • Students will utilize limiters when searching databases to generate scholarly, peer-reviewed results lists. • Students will evaluate sources they encounter on the criteria of a) relevance b) reliability c) credibility d) timeliness and e) diversity (refer to The Composition of Everyday Life, Brief 4th Edition p. 446). • Students will understand that different types of information needs necessitate different levels of authority from sources. A casual interest in a
- 11. ENGLISH 112 LIBRARY SESSION #1 • Students will be able to explain how web crawlers index the internet. • Students will be able to explain the difference between searching the internet and searching a library database. Students will understand that libraries pay for access to sources in databases, and that these sources are generally not available on the open web. • Students will be able to identify possible databases as sources for scholarly material in different subject areas. • Students will be use Boolean AND, OR, NOT, and phrase searching. They will understand that the Boolean AND is generally the default when stringing search terms together, and that all four search strategies can be used when searching the internet or library databases. • Students will utilize limiters when searching EDS and other library databases to generate timely, scholarly, peer-reviewed results lists. • Students will understand that the vast majority of the internet (the “hidden web”), is not indexed by or visible to search engines. Students will understand that even a well-constructed Google search may not
- 12. ENGLISH 112 LIBRARY SESSION #2 An individual research consultation with a librarian with a pre- and postassignment.
- 13. FINDING PRACTICE TEXTS FOR EVALUATION SUGGESTIONS FOR 6th – 8th SUGGESTIONS FOR 9th – 12th 1. The Learning Network (NYT) 1. Pacific Standard Magazine 2. Room for Debate (NYT) 2. Arts & Letters Daily 3. Kicker: Big Story 3. The Atlantic 4. TweenTribune 4. The American Scholar 5. The Daily Beast 6. Time Magazine: Health 7. Slate Magazine