 |
|
|
|
|
 |
| |
Competency 1: The information literate student is able to determine the nature and extent of the information needed.
- Have students use general reference sources to explore topic
- Have students search a multi-subject database in order to explore the range of articles and topics published on a given topic
- Have students find and compare primary and secondary sources on a topic
- Have students explore New York Times Online in order to identify examples of primary sources
- Have students think of a topic from a variety to viewpoints: conservative, environmental, etc.
- Have students use a secondary source to trace a scientific study to the primary source
Competency 2: The information literate student accesses the needed information effectively and efficiently.
- Have students develop a list of keywords, phrases, and subject headings for selected topics
- Have students maintain a research log in order to identify their research strategies, issues, problems, and success
- Have students use a database record of a periodical article to identify useful keywords, phrases, and subject headings in order to refine their search strategies
- Have students use an article bibliography to locate related research and examine relationship of the referenced sources to the article's thesis statement
- Have students use a database to identify scholarly research studies on a clearly defined topic
- Have students track an author's/scholar's publications over a period of time
Competency 3: The information literate student critically evaluates information and its sources and incorporates selected information into his or her knowledge base.
- Have students compare a scholarly and popular / nonacademic periodical article on a given topic
- Have students search a scholarly/subject database and a multi-subject database in order to compare the content of the two databases
- Have students compare a website and a journal article in order to develop and discuss evaluation methods and criteria
- Have students compare several academic reviews of a book and write one themselves
- Have students search the Internet to locate scholarly sources and determine evaluation/ selection process
Competency 4: The information literate student uses information effectively to accomplish a specific purpose
- Have students develop an annotated bibliography on a well-defined topic
- Have students work in small groups to develop a PowerPoint or poster session
- Have students lead a class discussion based on a journal article or book chapter
- Share examples of good and not so good papers from previous classes.
- Have students write a summary/abstract for a book or article
- Have students write a book review after looking at scholarly examples
- Have students write a literature review on a topic
- Have students work in a group to prepare arguments for a topic debate
- Have students create a bibliography of a specific scholar's publishing history
Competency 5: The information literate student understands the economic, legal, and social issues surrounding the use of information
- Have students demonstrate proper documentation of electronic and print formats
- Have students define terms such as copyright, censorship, plagiarism
- Have students locate an article on an issue such as censorship and present to class
- Have students prepare a debate on censorship or academic freedom issues
- Have students research the implications of downloading music illegally off the Internet
Bibliography of useful sites for assignment help
- North Harris College Library. "Keys to Designing Effective Assignments." http://nhclibrary.nhmccd.edu/library/instruction/keys.html
- Beck, Susan E. New Mexico State University Library. "Suggestions for Successful Internet Assignments." http://lib.nmsu.edu/instruction/evalsugg.html
- Funes, Carolyn. Palomar College Library. "Assignments to Promote Information Competency." http://www.palomar.edu/library/infocomp/assignchart.htm
- University of Maryland University College. "Information Literacy and Writing Assessment Project: Tutorial for Developing and Evaluating Assignments." http://www.umuc.edu/library/tutorials/information_literacy/sect4.html
- Queen Elizabeth II Library. "Ideas for Library/Information Assignments." http://www.library.mun.ca/qeii/instruction/assignment_ideas.php
- Francis A. Drexel Library. St. Joseph's University. "Information Literacy Standards for Higher Education with Selected Outcomes and Ideas for Active Learning." http://www.sju.edu/libraries/drexel/forfaculty/illstds.htm
- Columbia Gorge Community College Library. "Alternative Assignments Requiring Library Research." http://www.cgcc.cc.or.us/Library/facultyservices/alternatives.htm
|
|
|
|
|
| |
