Information Navigator Libs 1704 Shaun R Adamson Weber State University
Information Navigator Libs 1704 Shaun R Adamson Weber State University
Information Navigator Libs 1704 Shaun R Adamson Weber State University
Information Navigator Libs 1704 Shaun R Adamson Weber State University
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7. 3
1704
Table of Contents
Introduction: Information Literacy 5
Meeting WSU’s Information Literacy Requirement 9
Student Support Services 11
Chapter 1: Research as an Exploratory Process 13
The Research Process 13
A Visual Map of the Research Process 18
Chapter 2: Kinds of Information 19
Short Formats
19
Long Formats
19
Multi-Format Information
25
Audio-Visual Formats
26
Information Types
27
Primary & Secondary
27
Scholarly, Popular, & Trade
27
Determining what type of source you have
30
A Note About Scholarly & Peer Review
35
Chapter 3: Beginning Your Research 36
Scholarly Communications as a Conversation 36
Finding Ideas for Topics 41
Scope of the Project 42
Focusing the Topic & Formulating a Research Question or Thesis Statement 42
Search Techniques 47
8. 4
Chapter 4: Finding Information 54
Picking the Right Search Tools for Your Topic 54
Library Catalog 55
Library Databases 58
OneSearch 60
Web Search Engines 61
Chapter 5: Critically Evaluating Information 78
Establishing Authority 78
Currency 79
Objectivity/Bias 80
References/Documentation 84
Creating Evaluative Annotations 88
Common Misconceptions 89
Chapter 6: Using Information Ethically 91
Copyright, Fair Use, Public Domain & Open Access 91
Plagiarism 98
Chapter 7: Citing Sources 106
Dissecting Database Records 106
Resources for Citing Sources 109
Sample Citations 110
References 124
Glossary 127
Index 136
9. 5
Intro
Introduction
INTRODUCTION: INFORMATION LITERACY
Academic research is a form of structured inquiry with specific rules and techniques.
There is no single “right” way to do it. As with any other complex activity, like
learning a language, the best way to learn is by doing: the more you practice, the
more fluent you will become. Expectations about academic research often mistakenly
assume that a) one can rely solely on the Internet, and b) research simply means
gathering and summarizing sources, but this is an oversimplification. The research
process requires information literacy skills, and vice versa.
This introduction will provide you with an explanation of what information literacy
is and its applications in school, in the workplace, and in everyday life. This chapter
will also provide information on your options for meeting Weber State University’s
(WSU) information literacy requirement.
Before we address questions about information literacy, we first need to define
information. Michael Buckland (1991) stated that there are three main definitions for
information: Information-as-knowledge, Information-as-process, and Information-
as-thing. As-knowledge, information is what you perceive in your consciousness; it
is what you think you know. As-process, information you receive alters, dismisses, or
supports what you know. Finally, as-thing are objects that are vehicles that transmit
information. Information-as-thing includes documents, data, recordings, or any
other purveyor of information. These three forms of information work together as a
system. Let’s examine how it works.
You have a lifelong interest in a particular subject. You are not an expert, but you
know quite a bit about it (Information-as-knowledge). Upon deciding that this
subject is something you would like to pursue even further, you begin to research
it. You collect books, magazine articles, journal articles, and videos (Information-
as-thing) of the subject to further your own knowledge. As you interact with the
materials, you find that some are credible, and others are not. You take in these new
materials and compare them and contrast them to what you already know, and it
furthers your knowledge of the subject (Information-as-process). Knowing how to
successfully navigate the relationships between these three forms of information
to gain insights to further your knowledge is much of the process of information
literacy.
10. 6
INFORMATION LITERACY DEFINITIONS
The Association of College & Research Libraries (ACRL) recently expanded its
definition of information literacy to emphasize flexibility, individual growth, critical
self-reflection, and collaboration. According to ACRL (2016), information literacy
is a “set of integrated abilities encompassing the reflective discovery of information,
the understanding of how information is produced and valued, and the use of
information in creating new knowledge and participating ethically in communities
of learning” (p. 8). In 2018, the UK’s Information Literacy Group, the Chartered
Institute of Library and Information Professionals (CILIP), released an updated
definition of information literacy, including the following:
Informationliteracyincorporatesasetofskillsandabilitieswhicheveryoneneeds
to undertake information-related tasks; for instance, how to discover, access,
interpret, analyse, manage, create, communicate, store and share information.
But it is much more than that: it concerns the application of the competencies,
attributes and confidence needed to make the best use of information and to
interpret it judiciously. It incorporates critical thinking and awareness, and an
understanding of both the ethical and political issues associated with using
information…. Importantly, information literacy is empowering, and is an
important contributor to democratic, inclusive, participatory societies; as
interpreted by UNESCO, it is a universal human right. (p. 3)
These are two widely accepted definitions of information literacy from respected
organizations that share common themes around the use of information from the
perspective of consumer, collaborator, creator, and life-long learner.
BECOMING INFORMATION LITERATE: APPLICATIONS IN EVERYDAY
LIFE, SCHOOL, & THE WORKPLACE
In a nutshell, information literacy forms the basis for lifelong learning. It is common
to all disciplines, to all learning environments, and to all levels of education. It refers
to a set of characteristics that transforms an ordinary student into a wise information
consumer/creator and life-long learner.
Everyone has a certain level of information literacy. For instance, school children
know that if they need help, they can ask their parents or teachers. As they get older,
they become more independent and learn how to find other sources of information
through libraries and the Internet. By the time students enter college, they should
have a set of basic information literacy competencies. However, these skills will
continue to increase and improve through college, the workplace, and beyond.
Some aspects of information literacy involve using various information technologies.
Others include critical evaluation of the information you find and the ethical use
of information. An information literate individual can problem solve by using
technologies to find and manage information, as well as critically evaluate and
ethically apply information. They possess a spirit of inquiry and perseverance to find
out what is necessary to solve problems or complete tasks.
11. 7
Information literacy is more than just a general education requirement; information
literate is something you become. This happens through your coursework, through
personal experiences and interactions with information at home, throughout life,
and in the workplace. At school you will use the research process extensively, write
research papers, learn about your field of study, and use information technologies
to find sources. Through experiences with information at home, you may need to
choose the safest car for your teenager, which doctor would be best for your family,
or which roofing contractor does the best quality work. Throughout your life, you
will make many decisions that affect your future and the future of those around
you. You may be looking for a new job, need to relocate to a different state due to
a poor local economy, or educate yourself on the candidates for political office in
an upcoming election. In the workplace, you may be presented with customer-
service issues and expected to solve them by finding data, drawing conclusions, and
presenting your findings to upper management. Because information literacy skills
in the workplace make an individual a much more attractive job applicant, we are
going to discuss this in more detail in the following paragraphs.
Today’s employers are looking for people who can understand and adapt to the
characteristics of the information age. “In a world in which information is the very
lifeblood of business and the professions, the quality of performance is dependent
on the ability to use that information efficiently, effectively and creatively” (Forster,
2017, p. 2). Lawyers, doctors, nurses, teachers, social workers, or those that work in
the financial or business sectors, deal with information every day. In order to address
issues or problems at work, they must know when legal, business, personal or other
information is required, how to conduct complex information searches, know
how to critically evaluate and ethically use information, and then synthesize the
information into their own knowledge base. Employees without these skills, that are
information illiterate, could potentially cause significant financial or legal problems
for themselves or their employers (Forster, 2017).
Information literate employees have strong analytical skills, critical thinking skills,
and problem solving skills, and make valuable contributions because they are
prepared to adapt to a changing environment and think through work assignments
or problems. An employee with information literacy skills can also help build
professionalism and set themselves apart from their co-workers. In the business
world you are expected to do your “due diligence,” which is basically your research.
If you work in the cell phone industry and your team has been assigned to improve
a phone’s liquid crystal display, your research must back up your recommendations
and strategies, but you are also expected to evaluate your research for credibility. If
you are using another person’s work, or ideas, you must understand how to ethically
use it. The stakes are a lot higher when you conduct research in the business world,
and a competent information literate professional understands the need to use and
develop these skills.
12. 8
CONSTRUCT OF INFORMATION LITERACY
For our purposes, the construct of information literacy is made up of a set of six
interconnected core concepts that cover ideas about information, communication,
research, and scholarship, and focuses on students as both consumers as well as creators
of information (ACRL, 2016). (A construct is a complex idea made up of many simpler
elements.) The following are the six core concepts of this course:
1. Authority Is Constructed and Contextual
A person who is information literate will always consider the source(s) of the information
they use. Authority is constructed in that what is considered an authority in one field
may differ from what is considered an authority in another field; different people will
have different opinions about what makes a person an “expert.” It is contextual in that
the information need may help someone determine the level of authority required. For
example, sometimes it is necessary to limit a search to materials created by people with
advanced degrees or extensive experience; other times it may be appropriate to consider a
source whose credentials are not academic.
2. Information Creation as a Process
Information in any format is produced to convey a message and is shared via a selected
delivery method. The iterative (involving repetition) processes of researching, creating,
revising, and disseminating information vary, and the resulting product reflects these
differences. Sometimes the quality of a source can be determined by the process used
to create it. For example, consider the process that goes into formulating and creating a
tweet versus a peer-reviewed article.
3. Information Has Value
Information possesses several dimensions of value, including as a commodity, as a means
of education, as a means to influence, and as a means of negotiating and understanding
the world. One way we acknowledge the value of information is through copyright and
citation. Some information is not free, and some people cannot afford to pay for it; this
is an example of the monetary value of information. Another example of the value of
information is its personal value. For example, some share information about themselves
freely, while others are more private. The information you share via your online presence
can be manipulated by others for specific purposes.
4. Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new questions
whose answers in turn develop additional questions or lines of inquiry in any field. When
investigating a topic, it is important to consult multiple sources, and multiple kinds of
sources.
5. Scholarship as Conversation
Communities of scholars, researchers, or professionals engage in sustained discourse
with new insights and discoveries occurring over time as a result of varied perspectives
and interpretations. In other words, scholarship is a result of the interaction of people
through technology, through publication, or person to person. Some of it happens in the
13. 9
hallway at work, some of it happens through social media or blogs, and sometimes
it happens through formal publications in scholarly journals. Both formal and
informal interactions play a part in developing scholarship.
6. Searching as Strategic Exploration
Searching for information is often non-linear and iterative, requiring the evaluation
of a range of information sources and the mental flexibility to pursue alternate
avenues as new understanding develops. While it typically begins with a topic or
question, it is not a simple series of steps that you follow from beginning to end.
At WSU, the general education information literacy requirement is based on these
six core concepts, which have been summarized in the learning outcomes for this
course. These learning outcomes are listed in your class syllabus.
MEETING WEBER STATE UNIVERSITY’S INFORMATION
LITERACY REQUIREMENT
At WSU, you meet the information literacy requirement after taking a library science
(LIBS) course, but information literacy is embedded throughout your coursework at
WSU, in both general education and within your major field of study. Chances are, you
won’t really notice that you are becoming more information literate—just like it can
be hard to tell someone is getting taller if you see them every day. Information literacy
is more than just a class to complete, and you’re never really done with it: it’s a way of
being, a process of becoming. As you continue your education, you’ll accrue skills and
abilities that you can use in other classes.
Before you actually begin this course, it is important to mention that you have several
options for meeting this requirement. Earning a C (73%) or better in any of the
courses listed below will enable you to meet WSU’s information literacy requirement.
For more information on these course options, go to https://library.weber.edu/
researchandteaching/course_list
• LIBS 1704: Information Navigator. This is a one credit hour course for students in
all majors.
• LIBS/EDUC 2604: Information Resources in Education. This is a one credit hour
course intended for education majors or those interested in this field.
• LIBS/BSAD 2704: Information Resources in the Business Disciplines. This one
credit hour course is cross-listed in business administration and is intended for
business majors or persons interested in this field.
14. 10
• LIBS 2804: Information Resources in the Social Sciences. This one credit
hour course is intended for those majoring in or interested in the social
science disciplines.
• LIBS/HTHS 2904: Information Resources in the Health Professions. This
one credit hour course is cross-listed in health professions and is intended for
those majoring in or interested in the health professions fields.
• ENGL 2015: Intermediate College Writing & Research. This four credit hour
course combines writing and research skills. This course will fulfill both the
English Composition and the Information Literacy General Education core
requirements.
If you aren’t sure which is the best option for you, contact a library representative
via phone or email and discuss your options:
• 801-626-7068
• Relay Utah 711; en Español 1-888-346-3162
• Via email: infolit@weber.edu
15. 11
t
STUDENT SUPPORT SERVICES
)
Along with offering student assistance at the library, there are a number of free resources
available to assist you with all stages of the research process, from searching to writing to
formatting to general support.
FOR WRITING
Writing Center
www.weber.edu/writingcenter
Elizabeth Hall, Room 210
(801) 626-6463
Free drop-in and appointment tutoring,
during day, evening, and weekend hours
FOR RESEARCH
Stewart Library Reference
The Reference Desk is located on the second
floor of the Stewart Library. Help from studen
research assistants is available during the
hours that the Stewart Library is open.
• Call the Reference Desk at: 801-626-6415
• Text help: (801) 803-5554
• Email help: refdesk@weber.edu
Peer Research Consultants
Get in-depth help with any part of your
research from a fellow student:
• Email: peerresearchhelp@weber.edu
Subject Librarians
Contact a subject specialist in your field of
study:
https://libguides.weber.edu/subjectlibrarians
FOR GENERAL SUPPORT
Veteran’s Services
www.weber.edu/veterans
Shepherd Union, 322 (Ogden)
(801) 626-6039 (Ogden)
Davis D2, 231 (Davis)
(801) 395-3460 (Davis)
Disability Services
www.weber.edu/disabilityservices
Student Services Center, Room 181 (Ogden
(801) 626-6413 (Ogden)
Davis D2, 256 (Davis)
(801) 395-3442 (Davis)
Center for Multicultural Excellence
www.weber.edu/multicultural
Student Services Bldg. Suite 150
(801) 626-7330
Weber Cares Food Pantry
www.weber.edu/ccel/weber-cares.html
Shepherd Union, Room 402
(801) 626-7737
Hourly Child Care
www.weber.edu/nontrad/childcare.html
(801) 626-7798 (Ogden)
(801) 395-3464 (Davis)
LGBT Resource Center
www.weber.edu/lgbtresourcecenter
Shepherd Union, Room 323
(801) 626-7271
16. 12
Undocumented Students
www.weber.edu/undocumented
Shepherd Union, 232D
(801) 626-6490
Women’s Center
www.weber.edu/womenscenter
Shepherd Union, Room 323
(801) 626-6090
Nontraditional Student Center
www.weber.edu/nontrad
Shepherd Union, Room 322 (Ogden)
(801) 626-7794 (Ogden)
Davis D2, Room 307 (Davis)
(801) 395-3464 (Davis)
Student Support Services
www.weber.edu/SSS
Student Services Center, Room 265
(801) 626-7009
Tutoring Services
www.weber.edu/Tutoring
International Student & Scholar Center
www.weber.edu/issc
Student Services Center, Room 143
(801) 626-6853
Counseling Center
www.weber.edu/counselingcenter
Student Services Center, Room 280 (Ogden)
Davis D2, Room 262 (Davis)
(801) 626-6406 (Ogden and Davis)
17. 13
1
Research as an
Exploratory Process
One important factor in doing college level research is thinking about and using the
components of the research process. It is important to note that the research process
is not simply a series of steps that you follow in a particular order. Searching for
information is often non-linear and iterative, and the components illustrated in this
process may be repeated or reordered, depending on your research needs and the
results you retrieve.
When people think of “the research process,” they usually think of writing papers in
college. However, it is important to remember that a lot of the things you do outside
of college also use some or all of the components of the research process. Rather than
having to write a research paper, for example, you may have a personal question you
wish to explore in order to make some decision in your life, or you may be asked by
your employer to investigate something to make a decision for work.
Below is a brief description of these components, and how they might look in college
(left hand column, below) vs. real life (right hand column, below).
THE RESEARCH PROCESS
INVESTIGATING
In college, this involves identifying what
you need to research, understanding the
parameters of your assignment, and stating
your research need as either a focused
research question or thesis statement.
In some classes you take at Weber State
University, you will be given a specific
question or topic and detailed assignment
parameters, and will be told the exact
number, types, and formats of information
you’ll be required to use. In that case, your
professor has already completed this step
for you, and you can start your search
immediately. In other scenarios, you’ll be
given a general idea, and will need to focus
that idea based on the assignment.
A real life example of an important
question to consider as a responsible
information consumer might be
the issue of who to vote for in a
political election. While the ultimate
question is, of course, who to vote
for, think about the specific things
you might want to know about to
help you make this decision. For
example, what issues are at stake
in the election, and which of the
candidates best represents your point
of view or supports your needs? In
this case, you are designing your own
assignment parameters and will need
to decide on the number, types, and
18. 14
For example, if you are asked to research
a topic and required to write a 20-page
paper on it and use a minimum of eight
scholarly articles, you wouldn’t want to
focus it so narrowly that you wouldn’t be
able to find enough information. Or, if
you are given the same topic but only have
to write five pages and use two sources,
your question can be a little more focused.
For example, a research question for a
20-page paper might be, “How effective
is homework as a learning tool?” while
a research question for a 5-page paper
might be, “How effective are homework
math sheets as a learning tool for
elementary school children?”
formats of information you’ll need to
answer these questions. There are a
number of specific avenues you might
explore, including their ideological
leanings, their past voting records,
their political donors or campaign
contributors, and even looking at
fact-checkers to see if what they are
saying in their speeches is actually
true.
SEARCHING
In this stage of the research process you’ll
choose keywords and synonyms from
your research topic and use these in
catalogs, databases, and/or search engines
to find books, articles, and other sources
on your topic. Sometimes if you are not
finding enough information, or finding
too much, you’ll need to re-investigate
and revise your question or thesis again.
It is important to be familiar with the
various search tools that are available to
you and which ones will or will not work
for your assignment project.
For example, some search tools will
only find certain types or formats of
information. The library catalog is a good
example: if you need articles, you wouldn’t
want to search the catalog because the
catalog does not include articles. If you
need an article on a medical topic that is
written for the lay reader, the database
MEDLINE would not be a good choice,
because it only includes scholarly
literature. Most of the time, it is a good
idea to search multiple places to find
information for college level assignments,
and some terms will work better in some
Most people have access to the
Internet and are very comfortable
using Google, and there is a wealth
of information available on political
candidates. Some well-known
examples include Vote Smart,
GovTrack.us, and fact-checking
sites such as factcheck.org and
politifact.com. From these sites you
can research candidates’ ideologies,
speeches, voting records, legislation,
funding sources, and positions on
issues of the day. If you have access
to library resources through a local
public library, a college library open
to the public, or digital library such
as onlinelibrary.utah.gov, a good
example might be the CQWeekly
database, which provides in-depth
reports on issues looming on the
congressional horizon, plus a
complete wrap-up of the previous
week's news, including records of
political actions such as roll-call
votes. As with all tools, each site has
pros and cons, so it is important to be
aware of any caveats for the sites you
use.
22. COSMOPOLITAN.
Alcatraz Island. 1937.
Becky. 1927.
Beverly of Graustark. 1926.
Big House. 1930.
Cain and Mabel. 1936.
Call It a Day. 1937.
Captain Blood. 1935.
Caught Short. 1930.
Ceiling Zero. 1936.
Dark Star. 1919.
Devil Dogs of the Air. 1935.
Enchantment. 1921.
Ever Since Eve. 1937.
Flaming Forest. 1926.
Give Me Your Heart. 1936.
Go-Getter. 1937.
Going Places. 1938.
Green Light. 1937.
Humoresque. 1920.
Ibanez' Torrent. 1926.
Just Around the Corner. 1921.
Lights of Old Broadway. 1925.
Love Piker. 1923.
Lovelorn. 1928.
Manhattan Melodrama. 1934.
Men in White. 1934.
Miracle of Love. 1919.
Never the Twain Shall Meet. 1925.
Oil for the Lamps of China. 1935.
Operator 13. 1934.
Our Dancing Daughters. 1928.
Page Miss Glory. 1935.
Peg o' My Heart. 1933.
Proxies. 1921.
Red Mill. 1927.
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