+++++ thank you for covering this information at home. Pls don’t forget to bring your q/s and ideas to class +++++
Why we are here today? We need to look deeper in the current 21stcentury state of information and disinformation and determine how such awareness can help policy analysis. How do we make up our mind about news and information; where from we get our info; who do we believe, who do we mistrust.
how do these three items assist a better analysis of policies?
Class assignment:
Share a topic which is very much to your heart.
Please feel welcome to use the following resources and/or contribute with your own resources to determine the sources and potential bias
Feel free also to use the following guidelines when establishing the veracity of information:
Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature: https://youtu.be/qUd_gf2ypk4
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.
++++++++++++++++++++
Aditional topics and ideas for exploring at home:
civil disobedience
a “maze” of nearly a million unique education credentials in the United States, the nonprofit Credential Engine reports, including not only degrees but also badges, certificates, licenses, apprenticeships and industry certifications.
The way new kinds of credentials are being developed and awarded is “a bit like the wild West,” a study by the Rutgers University Education and Employment Research Center found.
Even before the pandemic and the subsequent labor squeeze, 39 percent of human resources managers said they spent less than a minute reading a resume, according to a survey by CareerBuilder.
Conventional higher education institutions are increasingly alarmed about the holes that have developed in a system that was previously much simpler.
A quarter of American adults now hold nondegree credentials, meaning something short of an associate or bachelor’s degree, according to federal data, and they’ve become more popular in recent years.
“As online education becomes normalized, as a credential from Google or Microsoft can get someone a job, all of a sudden we’re in an environment where higher education doesn’t have a monopoly on education,” Ahluwalia said.
The Credential Engine Registry so far includes full or partial information on about 30,000 educational credentials. That’s about 3 percent of the total it eventually hopes to list.
“The goal of ALOE is to develop new artificial intelligence theories and techniques to make online education for adults at least as effective as in-person education in STEM fields,” says Co-PI Ashok Goel, Professor of Computer Science and Human-Centered Computing and the Chief Scientist with the Center for 21stCentury Universities at Georgia Tech
Research and development at ALOE aims to blend online educational resources and courses to make education more widely available, as well as use virtual assistants to make it more affordable and achievable. According to Goel, ALOE will make fundamental advances in personalization at scale, machine teaching, mutual theory of mind and responsible AI.
The ALOE Institute represents a powerful consortium of several universities (Arizona State, Drexel, Georgia Tech, Georgia State, Harvard, UNC-Greensboro); technical colleges in TCSG; major industrial partners (Boeing, IBM and Wiley); and non-profit organizations (GRA and IMS).
CHLOE is an annual survey of chief online officers about the structure and organization of online learning in United States higher education, conducted by Quality Matters and Eduventures Research. The 2021 survey polled representatives from 422 U.S. colleges and universities, drilling down into the impact of the pandemic on the future of online learning.
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.
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?
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.
+++++++++++++++++++++++
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.
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
Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?
Because most electronic databases store and retrieve information differently than Internet search engines.
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.
The bottom line: you get better results in a database by using effective keyword search strategies.
To develop an effective search strategy, you need to:
determine the key concepts in your topic and
develop a good list of keyword synonyms.
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.
Consider: Will an author use:
Hypertension or High Blood Pressure?
Teach or Instruct?
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
Library Resources
How to find the SCSU Library Website
SCSU online databases
SCSU Library Web page
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
Identifying a Scholarly Source
Boolean operators
Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
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.
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
Information Media and Digital Literacy for GLST 195:Global Society & Citizenship
Instructor: Prof. Chuks Ugochukwu Per Syllabus:
COURSE LEARNING OUTCOMES: The course meets Liberal Education Program (LEP), Goal Area 8: Global Perspective; and Goal Area 9: Ethical and Civic Responsibility objectives Goal Area 8: Global Perspective. Objective: Develop a comparative perspective and understanding of one’s place in a global context.
Students will be able to:
Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions.
Demonstrate knowledge of cultural, social, religious and linguistic differences.
Analyze specific international problems, illustrating the cultural,economic, and political differences that affect their solution.
Understand the role of a world citizen and the responsibility world citizens share for their common global future.
Goal Area 9: Ethical and Civic Responsibility Objective: Understand and evaluate ethical or civic issues and theories and participate in active citizenship or ethical judgment
OUR HUSKY COMPACT
Our Husky Compact is a bond shared by St. Cloud State University and its students that a SCSU education will prepare students for a life of growth and fulfillment – intellectually, professionally, and personally. When students graduate with an SCSU education, they will:
Think Creatively and Critically
Seek and Apply Knowledge
Communicate Effectively
Integrate Existing and Evolving Technologies
Engage as a Member of a Diverse and Multicultural World
Act with Personal Integrity and Civic Responsibility
+++++++++++++++++++++
Week ???: Information – Media and Digital Literacy
Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Fake News 2. Alternative Facts
Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Misinformation 2. Disinformation. What are their main characteristics? How do they differ?
Propaganda
Mini-Assignment: What is Propaganda? How do misinformation, disinformation, fake news and alternative facts fit into the process of propaganda?
Mini-Assignment: Using the information from the links above, can you establish the connection between conspiracy theories, propaganda, mis- and disinformation, fake news, alternative news and social media?
Mini-Assignment: using the info from the links above and/or information you have collected, can you define the role of bots and trolls in social media in regard to propaganda and conspiracy theories?
Mini-Assignment:: based on your own information and experience, as well as the information offered in the links, can you define your own resistance to clickbaits?
In a short paragraph, identify the issues you see as important to address in order to improve your own news literacy. time to accomplish the assignment: ~45 min (including listening to the podcast).
Why is it important to understand these processes?
Assignment: why is it important:
In a short paragraph, share your initial feeling about Fake News / Misinformation / Disinformation. 1. Do you think, it is important at all? 2. If yes, why; if not, why. 3. If yes, what is the importance, the impact? time to accomplish the assignment: ~5-10 min
How to deal with these processes
how do we apply hands-on critical thinking to withstand these processes?
Similarly to the assessment of popular information sources, academia requires vigorous vetting if the sources you will be using for your academic work. In the 21st century, your ability to find information in peer-reviewed journals might not be sufficient to assure accurate and reliable use of information from those resources for your research and writing. After your selection of peer-reviewed literature, you must be able to evaluate and determine the veracity and reliability of those sources. 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.
Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature: https://youtu.be/qUd_gf2ypk4
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.
Assignment: seeking reliable information
From your syllabus weekly themes: 1. Food; 2. Health; 3. Energy; 4. Environment; 5. Security, chose a topic of your interest.
For example: Food: raising cattle for food contributes to climate changes, because of the methane gas, or Health: COVID is the same (or not the same) as the flu; or Energy: Fossil energy is bad (or good) for the environment; etc.
Please consult with me (email me for a zoom appointment: pmiltenoff@stcloudstate.edu), if you need to discuss the choice and narrowing down of the topic.
Once you decide on the topic, do the research by collecting four sources of information:
The first couple of sources will be from popular media, whereas each of the two articles will be having an opposite approach, arguments and understanding of the issue. For example, one article will claim fossil energy is bad for the environment and the other one will argue fossil fuel has insignificant impact on climate change. You must be able to evaluate the veracity and the leaning of each source. The source can be a newspaper or magazine article, video (TV or Social Media), audio (podcasts, TV, etc.), presentations (PowerPoint, SlideShare, etc.).
Having troubles finding opposing resources? Feel welcome to search for your topic among these news outlets on the conservative side: https://www.conservapedia.com/Top_Conservative_news_websites
and the https://aelieve.com/rankings/websites/category/news-media/top-liberal-websites/
In the same fashion, you will evaluate the second couple of sources from peer-reviewed journals. Each source will have different approach, argument and understanding of the issue and you must evaluate the robustness of the research method.
time to accomplish the assignment: ~30 min
Module 2 (video to introduce students to the readings and expected tasks)
Digital Citizenship, Global Citizenship and Multiculturalism
Assignment:
Global Citizenship and Multiculturalism and Information and Media Literacy
Study the following tweet feed https://blog.stcloudstate.edu/ims/2021/02/18/facebook-google-australia/
If the information from the tweet feed is insufficient, research the issue by seeking reliable sources. (In a short paragraph defend your choice of reliable sources).
What do you see as more important issue: the Facebook stance that it can be a subject of Australian law or the Australian government stance that Facebook is interfering in Australian life with its news delivery? Is Facebook a news outlet or a platform for news outlets? Does Facebook need to be regulated? By who; each country do have to regulate Facebook or Facebook needs to be regulated globally?
time to accomplish the assignment: ~30 min
Module 3 (video to introduce students to the readings and expected tasks)
Have you used OER this semester? If so, have you used it more due to the online instruction? If not, what drew you to OERs in the first place? I’m going to be facilitating a webinar session hosted by the KBOR OER steering committee this week on Repositories and Platforms. What kind of questions do you remember having when you first started using these? If you aren’t using them, but are curious, what questions do you have? Thanks in advance.
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.
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?
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.
+++++++++++++++++++++++
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.
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
Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?
Because most electronic databases store and retrieve information differently than Internet search engines.
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.
The bottom line: you get better results in a database by using effective keyword search strategies.
To develop an effective search strategy, you need to:
determine the key concepts in your topic and
develop a good list of keyword synonyms.
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.
Consider: Will an author use:
Hypertension or High Blood Pressure?
Teach or Instruct?
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
Library Resources
How to find the SCSU Library Website
SCSU online databases
SCSU Library Web page
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
Identifying a Scholarly Source
Boolean operators
Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
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.
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals
Plagiarism, academic honesty
Writing Tips
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.
What is the title of the article?
In what journal was the article published?
What was the purpose of the study?
What were the methods? In particular, who were the participants?
What were the results?
What are two important facts/ideas/issues you learned about middle childhood and disability by reading this article?
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.
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?
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.
+++++++++++++++++++++++
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.
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
Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?
Because most electronic databases store and retrieve information differently than Internet search engines.
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.
The bottom line: you get better results in a database by using effective keyword search strategies.
To develop an effective search strategy, you need to:
determine the key concepts in your topic and
develop a good list of keyword synonyms.
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.
Consider: Will an author use:
Hypertension or High Blood Pressure?
Teach or Instruct?
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
Library Resources
How to find the SCSU Library Website
SCSU online databases
SCSU Library Web page
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
Identifying a Scholarly Source
Boolean operators
Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
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.
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles. Journal of Academic Librarianship, 42(6), 636–643. https://doi.org/10.1016/j.acalib.2016.08.010
identifies and documents embedding librarianship roles as reported in the Library and Information Science (LIS) literature.
Findings The roles of embedded librarians were identified, especially in the context of service delivery, all of which reported to be applied to academic libraries. Information literacy instruction, research and other scholarly activities, distance and online learning as well as embedding in classrooms, were described as ways of ensuring successful embedding librarianship. Implications The roles reported in the literature should inform practicing librarians contemplating embedding practices, guide formal embedded librarianship programs, and encourage other librarians to consider new skills in support of embedding roles.
p. 637 The idea behind EL model is to demonstrate librarians’ expertise asinformation specialists and to apply this expertise in ways that willhave a direct and deep impact on the research, teaching or otherworks being done (Carlson & Kneale, 2011).Carlson and Kneale(2011)pointed out that as librarians seek to redefine themselves, themodel of EL is generating interest as an effectual way of applying theknowledge and skills of librarians towards the information challengesof the digital age.
Faculty collaboration with the embedded librarian is the core of em-bedded information literacy instruction. Faculty-librarian relationshipbuilding is of great significance because the two must work closely to-gether over an extended period of time, it is essential that librarianschoose their partnership carefully. Several librarians stress the need towork only in partnerships where there is trust and mutual respect(Carncross, 2013). Librarians build these relationships in differentways, while collaborative relationship can be built in numerous ways,it is essential that bothparties have common goals and know the impor-tance of developing information literacy skills in their students. The most significant collaboration are from campuses in which librarian and university administrators have made information literacy a priority on campus, and have provided librarians and faculty with the time re-quired to make the collaboration successful (Cramer, 2013).
The embedded librarian is focused on course goals and learning objectives outside of the library and across the curriculum
The review designates that EL in courses, classrooms and depart-ments see librarians conducting the following specific tasks: teach stu-dents how to be savvy searchers using computer and laptops (Boyer,2015); collaborate where librarian and faculty member teach eachother, exchanging favors, and the librarian selecting useful resourcesfor the faculty (Ivey, 2003); take part in meetings to promote librarian’spresence and establish communication with the students, researchersand faculty (Jacobs, 2010); provide access to course-related library re-sources, in-class instruction sessions, library instructional handouts, in-formation on referencing style, library Webinar information as well asteach note-taking (Bezet, 2013).
The review shows that academic libraries that engage their distancelearning communities through an embedded librarian as online co-instructors to deliver technological applications such as instant messag-ing, e-mail, and wikis. This EL model facilitates direct interaction be-tween students and librarians regardless of physical proximity.Edwards and Black (2012)andEdwards et al. (2010)evaluated the pro-gram of embedded librarians in an online graduate educational technol-ogy course and found that students were helped with their onlineassignments.
