Searching for "online library"

Library Instruction EM 663

Library Instruction for:

EM 663: Engineering Management

Instructor: Gary Nierengarten, MBA
Tel: (320) 308-6000, E-mail: gjnierengarten@stcloudstate.edu

Library Instruction facilitated by: Plamen Miltenoff
320 308 3072, pmiltenoff@stcloudstate.edu
https://web.stcloudstate.edu/pmiltenoff/faculty/

From syllabus:

Engineering Management Project (30%)

This purpose of this second group project is to relate the concepts of the text to present organizations. Each Team will select an organization or create an organization and present on that organization.  The focus of this project is sustainability, and accounts for 30% of the grade. The presentation will consist of 20 to 30 minutes, a presentation of 10 to slides 20 slides, complete with a 10-15-page paper. The presentation and paper will be due electronically prior to class.  Members will be graded on 50% contribution and 50 % presentation.  The objective of this exercise is to develop skills in working as a team as well as developing your presentation skills.

The paper shall address the following analysis to the selected organization:

  • The firm may a service or manufacturing firm, or one that you create.
  • Relate each Chapter of the book (minimum twelve chapter relationships)
  • The relationship could be made from a topic within that chapter.
  • All projects must be uploaded in D2L/Brightspace by start of class, 9:30 AM, March 30, 2021

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).

  • Developing Your Research Topic/Question

Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?

  1. Because most electronic databases store and retrieve information differently than Internet search engines.
  2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
  3. The bottom line: you get better results in a database by using effective keyword search strategies.
    1. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
  1. Why use synonyms?
    Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.

    1. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Class assignment (5-10 Min)
Share keywords related to the Engineering Management Project

  • Getting Ready for Research (15-20 min)

Library Resources vs. the Internet (do we need to discuss?)

Library Databases: https://stcloud.lib.minnstate.edu/subjects/guide.php?subject=databases

https://www.engnetglobal.com/tips/glossary.aspx

Journals’ subscription:

https://mnpals-scs.primo.exlibrisgroup.com/discovery/jsearch?vid=01MNPALS_SCS:SCS

Government Publications:
https://mnpals-scs.primo.exlibrisgroup.com/discovery/search?query=any,contains,%22government%20publications%22,AND&query=any,contains,%22Engineering%20Management%22,AND&tab=Everything&search_scope=MyInst_and_CI&sortby=rank&vid=01MNPALS_SCS:SCS&lang=en&mode=advanced&offset=0

eBooks (15-20 min)

https://www.stcloudstate.edu/library/research/books.aspx

walk together through the eBooks dbases to figure out logins and search techniques.

  • Personal work with the librarian (5 min each student)
    using the list of keywords and the information sources, collaborate with the librarian to find 3-5 references for your project

++++++++++++++++++++++++
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

Library Instruction ENG 191

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

https://web.stcloudstate.edu/pmiltenoff/faculty/

ENG 191, Thursday (2PM)

 

Instructor: Kirstin Bratt

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).

+++++++++++++++++++++++

LIBRARY INSTRUCTION – Information, Digital and Media Literacy

  1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
    1. Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
      https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
    2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
      results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.

How does information literacy help me?

Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?

The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL). Information Literacy Standards | Field Notes

The standards are:

Standard 1. The information literate student determines the nature and extent of the
information needed

Standard 2. The information literate student accesses needed information effectively
and efficiently

Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system

Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose

Standard 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

Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on college students habits to seek and use information.

+++++++++++++++++++++++

  1. Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

  • Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
  • Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
  • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

  1. Getting Ready for Research
    Library Resources vs. the Internet
    How (where from) do you receive information about your professional interests?
    Advantages/disadvantages of using Web Resources

 

Evaluating Web Resources

  1. Google or similar; Yahoo, Bing
  2. Google Scholar
  3. Reddit, Digg, Quora
  4. Wikipedia
  5. Become a member of professional organizations and use their online information
  6. Use the SCSU library page to online databases
  1. Building Your List of Keywords

Keyword Searching - YouTube

    1. Why Keyword Searching?
      Why not just type in a phrase or sentence like you do in Google or Yahoo!?

      1. Because most electronic databases store and retrieve information differently than Internet search engines.
      2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
    1. The bottom line: you get better results in a database by using effective keyword search strategies.
    2. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
    1. Why use synonyms?
      Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
    2. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet

  1. Library Resources

How to find the SCSU Library Website
SCSU online databases

    1. SCSU Library Web page

lib web page

  1. Basic Research Skills

Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search

Simple vs Advanced Search

  1. Identifying a Scholarly Source

scholarly sources

  1. Boolean operators

  1. Databases:
    CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition

Psychology:
PsychINFO

General Science
ScienceDirect
Arts & Humanities Citation Index

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    2. AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    3. AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. InterLibrary Loan

  1. Copyright and Fair Use

Copyright & Fair Use: What is it? Why should I care? - Eda Talushllari's E-Portfolio
(https://sites.google.com/site/cuin3313/resources/copyright-fair-use-what-is-it-why-should-i-care)

Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  1. Writing Tips
  2. Dissemination of Research

++++++++++++++++++++++++++++++++++++++++++++++

Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

 

Online HE about learning

Why online HE should be about learning, not teaching

https://www.universityworldnews.com/post.php?story=20210126142422302

The gate is now wide open

Teachers used to be the gatekeepers to information, to knowledge. The successive inventions of writing and reading, print, the library, and then the World Wide Web, mean that we teachers are no longer the gatekeepers.

Schools, universities and teachers to some extent remain the gatekeepers to knowledge, the definers of what comprises valid knowledge. We do this, of course, through holding the ultimate educational power – the power to assess.

But it is not clear how long we teachers will, or should, hold this power. Increasingly, students, and employers, nations, cultures, many groups in our societies, rightly want a say in defining what is valid knowledge, a valid curriculum.

Knowledge isn’t enough

Each year, vast amounts of new knowledge are produced. Also, each year, vast amounts of current knowledge become wrong, or redundant, or both. Knowledge dies. In some subjects, a significant proportion of what was taught in the first year will have died by the time the students who learned it graduate. So, what is education for?

Machines are doing more and more of the work

The bad news is, we are getting squeezed out of work. The good news is, we are getting squeezed up, into ever more interesting work. We will be able to stay ahead for a long time; because there are always still more difficult and important and exciting things for us to do, increasingly with the support of our increasingly capable machines.

Employers want graduates to be job-ready. They also want graduates to be fluent in the five Cs: Creativity, Communication, Collaboration and Criticality as well as Competence. Not all university education currently develops the first four Cs. Very little university education currently gives high priority to their development. Rarely are they formally assessed.

Changing outcomes, changing pedagogies

The architecture of a university expresses its views about pedagogy. This remains true with the great leap online. The old pedagogic architecture – of teaching as (mainly) telling, of learning as (mainly) listening and reading, of access in and through the library to specified stored knowledge, and of assessment as (mainly) recalling, repeating back what has been learned, perhaps with some application or interpretation – has for the most part been recreated in digital form, with varying degrees of success

+++++++++++
more on online education in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education

Library Instruction Disability Middle Childhood

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

https://web.stcloudstate.edu/pmiltenoff/faculty/

CPSY 262 Thursday (2PM)

Dr. Rachel Grace,
Community Psychology, Counseling and Family Therapy
320-308-4865 | B243 Education Building
rlgrace@stcloudstate.edu

Short link to this tutorial:

http://bit.ly/cpsy262

CPSY 262

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).

+++++++++++++++++++++++

LIBRARY INSTRUCTION – Information, Digital and Media Literacy

  1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
    1. Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
      https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
    2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
      results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.

How does information literacy help me?

Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?

The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL). Information Literacy Standards | Field Notes

The standards are:

Standard 1. The information literate student determines the nature and extent of the
information needed

Standard 2. The information literate student accesses needed information effectively
and efficiently

Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system

Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose

Standard 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

Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on college students habits to seek and use information.

+++++++++++++++++++++++

  1. Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

  • Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
  • Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
  • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

  1. Getting Ready for Research
    Library Resources vs. the Internet
    How (where from) do you receive information about your professional interests?
    Advantages/disadvantages of using Web Resources

 

Evaluating Web Resources

  1. Google or similar; Yahoo, Bing
  2. Google Scholar
  3. Reddit, Digg, Quora
  4. Wikipedia
  5. Become a member of professional organizations and use their online information
  6. Use the SCSU library page to online databases
  1. Building Your List of Keywords

Keyword Searching - YouTube

    1. Why Keyword Searching?
      Why not just type in a phrase or sentence like you do in Google or Yahoo!?

      1. Because most electronic databases store and retrieve information differently than Internet search engines.
      2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
    1. The bottom line: you get better results in a database by using effective keyword search strategies.
    2. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
    1. Why use synonyms?
      Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
    2. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet

  1. Library Resources

How to find the SCSU Library Website
SCSU online databases

    1. SCSU Library Web page

lib web page

  1. Basic Research Skills

Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search

Simple vs Advanced Search

  1. Identifying a Scholarly Source

scholarly sources

  1. Boolean operators

  1. Databases:
    CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition

Psychology:
PsychINFO

General Science
ScienceDirect
Arts & Humanities Citation Index

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    2. AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    3. AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. InterLibrary Loan

  1. Copyright and Fair Use

Copyright & Fair Use: What is it? Why should I care? - Eda Talushllari's E-Portfolio
(https://sites.google.com/site/cuin3313/resources/copyright-fair-use-what-is-it-why-should-i-care)

Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  1. Writing Tips
  2. Dissemination of Research

++++++++++++++++++++++++++++++++++++++++++++++
Class Assignment:

Research on Disability – Middle Childhood

There are many interactions between childhood development and mental, physical, and socioemotional health – namely including interpersonal relationships and the child’s relationship with education. Using SCSU’s University Library, find a journal article that will help you learn more about a developmental abnormality (a disability) that relates to middle childhood. Make sure your chosen article includes the following:

1)      the article focuses on one or includes participants with a disability

2)      the population (or part of the population) being studied is within the life stage of middle childhood (defined as ages 6-12)

3)      the article is empirical (peer-reviewed)

Use the article to respond to the following questions.

  1. What is the title of the article?
  2. In what journal was the article published?
  3. What was the purpose of the study?
  4. What were the methods? In particular, who were the participants?
  5. What were the results?
  6. What are two important facts/ideas/issues you learned about middle childhood and disability by reading this article?

+++++++++++
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

 

Library Instruction STEM 199

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

Dr. Chris Kvaal,
STEM 199. Sept 29, 8AM
Link to this tutorial in PDF format:
Library instruction tutorial

Short link to this tutorial: http://bit.ly/scsustem199

stem199 QR code

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).

+++++++++++++++++++++++

LIBRARY INSTRUCTION – Information, Digital and Media Literacy

  1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
    1. Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
      https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
    2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
      results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.

How does information literacy help me?

Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?

The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL). Information Literacy Standards | Field Notes

The standards are:

Standard 1. The information literate student determines the nature and extent of the
information needed

Standard 2. The information literate student accesses needed information effectively
and efficiently

Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system

Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose

Standard 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

Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on college students habits to seek and use information.

+++++++++++++++++++++++

  1. Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

  • Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
  • Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
  • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

  1. Getting Ready for Research
    Library Resources vs. the Internet
    How (where from) do you receive information about your professional interests?
    Advantages/disadvantages of using Web Resources

 

Evaluating Web Resources

  1. Google or similar; Yahoo, Bing
  2. Google Scholar
  3. Reddit, Digg, Quora
  4. Wikipedia
  5. Become a member of professional organizations and use their online information
  6. Use the SCSU library page to online databases
  1. Building Your List of Keywords

Keyword Searching - YouTube

    1. Why Keyword Searching?
      Why not just type in a phrase or sentence like you do in Google or Yahoo!?

      1. Because most electronic databases store and retrieve information differently than Internet search engines.
      2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
    1. The bottom line: you get better results in a database by using effective keyword search strategies.
    2. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
    1. Why use synonyms?
      Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
    2. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet

  1. Library Resources

How to find the SCSU Library Website
SCSU online databases

    1. SCSU Library Web page

lib web page

  1. Basic Research Skills

Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search

Simple vs Advanced Search

  1. Identifying a Scholarly Source

scholarly sources

  1. Boolean operators

  1. Databases:
    CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition

Psychology:
PsychINFO

General Science
ScienceDirect
Arts & Humanities Citation Index

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    2. AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    3. AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. InterLibrary Loan

  1. Copyright and Fair Use

Copyright & Fair Use: What is it? Why should I care? - Eda Talushllari's E-Portfolio
(https://sites.google.com/site/cuin3313/resources/copyright-fair-use-what-is-it-why-should-i-care)

Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  1. Writing Tips
  2. Dissemination of Research

+++++++++++
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

 

Library Instruction Chem 151

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

Dr. Kannan Sivaprakasam,
CHEM 151. Feb 10, 8-8:50PM.
Link to this tutorial in PDF format: library instruction tutorial

Short link to this tutorial: http://bit.ly/chem151

QR code

  1. Badges for library instruction

Link to the video tutorial regarding microcredentials (badges)

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/)  and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).

Dr. Sivaprakasam and I are developing a microcredentialing system for your class.

The “library” part has several components:

  • One badge for your ability to use the databases and find reliable scientific information in your field (required)
    submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
  • One badge for completing the quiz based on the information from this library instruction (required)
    a badge will be issued to you automatically after successful completion of the quizz
  • One badge for your ability to use social media for a serious, reliable, scientific research (required)
    submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
  • One badge for using the D2L “embedded librarian” widget to contact the librarian with questions regarding your class research (one of two optional)
    A badge will be issued to you after your post with your email or any other contact information is submitted
  • One badge for helping class peer with his research (one of two optional)
    submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded

Collecting two of the required and one of the optional badges let you earn the superbadge “Mastery of Library Instruction.”

The superbadge brings points toward your final grade.

Master of Library Instruction badge

 

how to collect badges

 

 

 

 

Once you acquire the badges, Dr. Sivaprakasam will reflect your achievement in D2L Grades.

If you are building a LinkedIn portfolio, here are directions to upload your badges in your LinkedIn account using Badgr:

https://community.brightspace.com/s/article/Sharing-Badges-in-Brightspace

chem 151 Social Media accounts

Please do remember we are still developing the system and we will appreciate your questions and feedback; do not hesitate to contact us, if any…

+++++++++++++++++++++++

LIBRARY INSTRUCTION – Information, Digital and Media Literacy

  1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
    1. Last year, researchers at Oxford Universityfound that 70 countries had political disinformation campaigns over two years.
      https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
    2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
      results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.

How does information literacy help me?

Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?

The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL).

The standards are:

Standard 1. The information literate student determines the nature and extent of the
information needed

Standard 2. The information literate student accesses needed information effectively
and efficiently

Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system

Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose

Standard 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

Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on how college students seek and use information.

+++++++++++++++++++++++

  1. Developing Your Research Topic/Question

Research always starts with a question.  But the success of your research also depends on how you formulate that question.  If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

  • Is my question one that is likely to have been researched and for which data have been published?  Believe it or not, not every topic has been researched and/or published in the literature.
  • Be flexible.  Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
  • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

  1. Getting Ready for Research
    Library Resources vs. the Internet
    How (where from) do you receive information about your professional interests?
    Advantages/disadvantages of using Web Resources

chem 151 databases

Evaluating Web Resources

  1. Google or similar; Yahoo, Bing
  2. Google Scholar
  3. Reddit, Digg, Quora
  4. Wikipedia
  5. Become a member of professional organizations and use their online information
  6. Use the SCSU library page to online databases
  1. Building Your List of Keywords
    1. Why Keyword Searching?
      Why not just type in a phrase or sentence like you do in Google or Yahoo!?

      1. Because most electronic databases store and retrieve information differently than Internet search engines.
      2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings.  Search engines search web content which is typically the full text of sources.
    1. The bottom line: you get better results in a database by using effective keyword search strategies.
    2. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
    1. Why use synonyms?
      Because there is more than one way to express a concept or idea.  You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
    2. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Don’t get “keyword lock!”  Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet

  1. Library Resources

chem 151 results libsearch
How to find the SCSU Library Website
SCSU online databases

    1. SCSU Library Web page

lib web page

  1. Basic Research Skills

Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search

Simple vs Advanced Search

  1. Identifying a Scholarly Source

scholarly sources

  1. Boolean operators

  1. Databases:
    CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition

Psychology:
PsychINFO

General Science
ScienceDirect
Arts & Humanities Citation Index

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use.  There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    2.  AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    3.  AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. InterLibrary Loan

  1. Copyright and Fair Use
    Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  2. Writing Tips
  3. Dissemination of Research

+++++++++++
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

 

Library 2.0 Emerging Technologies

third Library 2.019 mini-conference: “Emerging Technology,” which will be held online (and for free) on Wednesday, October 30th, from 12:00 – 3:00 pm US-Pacific Daylight Time (click for your own time zone).

Tomorrow’s technologies are shaping our world today, revolutionizing the way we live and learn. Virtual Reality, Augmented Reality, Artificial Intelligence, Machine Learning, Blockchain, Internet of Things, Drones, Personalization, the Quantified Self. Libraries can and should be the epicenter of exploring, building and promoting these emerging techs, assuring the better futures and opportunities they offer are accessible to everyone. Learn what libraries are doing right now with these cutting-edge technologies, what they’re planning next and how you can implement these ideas in your own organization.

This is a free event, being held live online and also recorded.
REGISTER HERE

Library Technology Conference 2019

#LTC2019

Intro to XR in Libraries from Plamen Miltenoff

keynote: equitable access to information

keynote spaker

https://sched.co/JAqk
the type of data: wikipedia. the dangers of learning from wikipedia. how individuals can organize mitigate some of these dangers. wikidata, algorithms.
IBM Watson is using wikipedia by algorythms making sense, AI system
youtube videos debunked of conspiracy theories by using wikipedia.

semantic relatedness, Word2Vec
how does algorithms work: large body of unstructured text. picks specific words

lots of AI learns about the world from wikipedia. the neutral point of view policy. WIkipedia asks editors present as proportionally as possible. Wikipedia biases: 1. gender bias (only 20-30 % are women).

conceptnet. debias along different demographic dimensions.

citations analysis gives also an idea about biases. localness of sources cited in spatial articles. structural biases.

geolocation on Twitter by County. predicting the people living in urban areas. FB wants to push more local news.

danger (biases) #3. wikipedia search results vs wkipedia knowledge panel.

collective action against tech: Reddit, boycott for FB and Instagram.

Mechanical Turk https://www.mturk.com/  algorithmic / human intersection

data labor: what the primary resources this companies have. posts, images, reviews etc.

boycott, data strike (data not being available for algorithms in the future). GDPR in EU – all historical data is like the CA Consumer Privacy Act. One can do data strike without data boycott. general vs homogeneous (group with shared identity) boycott.

the wikipedia SPAM policy is obstructing new editors and that hit communities such as women.

++++++++++++++++++

Twitter and Other Social Media: Supporting New Types of Research Materials

https://sched.co/JAWp

Nancy Herther Cody Hennesy

http://z.umn.edu/

twitter librarieshow to access at different levels. methods and methodological concerns. ethical concerns, legal concerns,

tweetdeck for advanced Twitter searches. quoting, likes is relevant, but not enough, sometimes screenshot

engagement option

social listening platforms: crimson hexagon, parsely, sysomos – not yet academic platforms, tools to setup queries and visualization, but difficult to algorythm, the data samples etc. open sources tools (Urbana, Social Media microscope: SMILE (social media intelligence and learning environment) to collect data from twitter, reddit and within the platform they can query Twitter. create trend analysis, sentiment analysis, Voxgov (subscription service: analyzing political social media)

graduate level and faculty research: accessing SM large scale data web scraping & APIs Twitter APIs. Jason script, Python etc. Gnip Firehose API ($) ; Web SCraper Chrome plugin (easy tool, Pyhon and R created); Twint (Twitter scraper)

Facepager (open source) if not Python or R coder. structure and download the data sets.

TAGS archiving google sheets, uses twitter API. anything older 7 days not avaialble, so harvest every week.

social feed manager (GWUniversity) – Justin Litman with Stanford. Install on server but allows much more.

legal concerns: copyright (public info, but not beyond copyrighted). fair use argument is strong, but cannot publish the data. can analyize under fair use. contracts supercede copyright (terms of service/use) licensed data through library.

methods: sampling concerns tufekci, 2014 questions for sm. SM data is a good set for SM, but other fields? not according to her. hashtag studies: self selection bias. twitter as a model organism: over-represnted data in academic studies.

methodological concerns: scope of access – lack of historical data. mechanics of platform and contenxt: retweets are not necessarily endorsements.

ethical concerns. public info – IRB no informed consent. the right to be forgotten. anonymized data is often still traceable.

table discussion: digital humanities, journalism interested, but too narrow. tools are still difficult to find an operate. context of the visuals. how to spread around variety of majors and classes. controversial events more likely to be deleted.

takedowns, lies and corrosion: what is a librarian to do: trolls, takedown,

++++++++++++++vr in library

Crague Cook, Jay Ray

the pilot process. 2017. 3D printing, approaching and assessing success or failure.  https://collegepilot.wiscweb.wisc.edu/

development kit circulation. familiarity with the Oculus Rift resulted in lesser reservation. Downturn also.

An experience station. clean up free apps.

question: spherical video, video 360.

safety issues: policies? instructional perspective: curating,WI people: user testing. touch controllers more intuitive then xbox controller. Retail Oculus Rift

app Scatchfab. 3modelviewer. obj or sdl file. Medium, Tiltbrush.

College of Liberal Arts at the U has their VR, 3D print set up.
Penn State (Paul, librarian, kiniseology, anatomy programs), Information Science and Technology. immersive experiences lab for video 360.

CALIPHA part of it is xrlibraries. libraries equal education. content provider LifeLiqe STEM library of AR and VR objects. https://www.lifeliqe.com/

+++++++++++++++++

Access for All:

https://sched.co/JAXn

accessibilityLeah Root

bloat code (e.g. cleaning up MS Word code)

ILLiad Doctype and Language declaration helps people with disabilities.

https://24ways.org/

 

+++++++++++++++++++

A Seat at the Table: Embedding the Library in Curriculum Development

https://sched.co/JAY5

embedded librarianembed library resources.

libraians, IT staff, IDs. help faculty with course design, primarily online, master courses. Concordia is GROWING, mostly because of online students.

solve issues (putting down fires, such as “gradebook” on BB). Librarians : research and resources experts. Librarians helping with LMS. Broadening definition of Library as support hub.

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