Recently in Information Literacy Category


On May 19 and 20 we held a library seminar for faculty and instructors in IT. Fourteen faculty and staff members attended a day and a half event that covered a wide variety of library tools and resources that could be incorporated into teaching, learning and research.

If you weren't able to attend, you can watch the recorded versions of the presentations at

In addition, we have included information and links based on questions we received during the seminar:

If you're interested in learning more please visit the site!

The Peer Research Consultant (PRC) program is now available to give students peer help on their research questions. PRCs can help students narrow a topic, find articles and books, select academic sources, and more. Students looking for additional help or feeling overwhelmed by their research papers will be good candidates for the program. The PRCs will also refer students to subject librarians if needed.

For the fall 2009 pilot phase, the program will concentrate on supporting First Year Writing and SEAM (Student Excellence in Academics and Multiculturalism).

Fall 2009 Walk-in Hours
Monday: 10:30 to 1:30 (Walter Library-SMART Commons)
Tuesday: 1:30 to 4:30 (Wilson Library-SMART Commons)
Wednesday: 1:30 to 3:00 (Walter Library-SMART Commons) and 1:30 to 2:30 (MCAE in Appleby Hall)
Thursday: 12:00 to 2:00 (MCAE in Appleby Hall)
Friday: 1:30 to 4:00 (Wilson Library-SMART Commons) and 1:30 to 4:30 (Walter Library-SMART Commons)

For more information, visit or contact Jody Gray at

The Peer Research Consultant program was developed in partnership with the University Libraries, MCAE: Multicultural Center for Academic Excellence, and the SMART Learning Commons.


The University Libraries group for Information Literacy address the ways in which students learn how to find, access, synthesis, and ethically use information to become life-long learners. As part of their work, they have released 10 Tips on how to incorporate Info Literacy into your class assignments. More information on their work can be found at :

Ten Info Lit Teaching Tips:

1. Less is More. Avoid too much content. Remember the brain can only remember 5 to 7 bits of information--after teaching content include a short activity to help refresh student's brains and allow them to take in more information. Include additional details in a handout or CourseLib page for students to refer to.

2. Write 3-5 learning objectives as you prepare materials for an instructional session. They will help focus your teaching in the limited time you have available. Also ask faculty and instructors for their syllabi or assignment description so you can tailor the objectives.

3. Add a 5-minute "Think-Pair-Share" to help students process. For example, 1.) Ask a question (What are your biggest challenges with doing research? Let's say you are working on a project on health care reform-what is the best place to start? How can you avoid plagiarism? ) and 2.) have student think for a minute then talk to a fellow student for 2 minutes and 3.) then have a couple students share with the group.

4. Make content available after the instructional session such as with a CourseLib/PageScribe page, department blog, handout, PPT, etc. Ask the instructor to forward an email with the material to the students or post it in the course site.

5. Refresh your use of PowerPoint. Look for examples of good PowerPoint usage or presentation tips:
* Presentation Zen:
* How NOT to use Powerpoint: (Warning: Humorous)
*Doing a 15 Minute Presentation in 10 easy steps:

6. Start with an open-ended question ( "What are your questions about the library and research?" "Where do you start your research?" "Do you think research is easier or harder than it used to be?") to get the students engaged in the material.

7. Try a small-scale experiment with technology such as the clickers ( Instead of trying to redo your whole presentation just add three questions at the beginning or at the end.

8. Students learn by doing--build short hands-on activities to help students practices what you are teaching.

9. Analogies and stories are powerful teaching tools. Write down a couple or ask colleagues about analogies or stories they use in instruction.

10. Here are a few more readings and resources:
* Eric's Top Ten Teaching Tips:
* Adventures in Library Instruction Podcast:
* 10/20/30 Rule of Powerpoint:
* Less is More: Making Your Presentations Zen-tastic:

More tools in New Assignment Calculator

Students and instructors can now adapt your own assignment from a bank of existing assignments (e.g. research paper, speech or video, etc.) or create your own from scratch. Use the Calculator to provide students with reasonable deadlines, specific instructions, and guidance for each step of your assignment. Students can sign up to get email reminders for each step to keep them on track.

Instructor Tips:
Student Tips:

We have added new assignments including:

Research Videos and ITunesU

From today's brief:

"THE RESEARCHCHANNEL'S SECOND ROUND OF CONTENT SUBMISSION provides an opportunity to promote the outstanding research and discovery that takes place at the U. Faculty, staff, and eligible students are invited to submit videos to the ResearchChannel by Jan. 30. To view the selection criteria and for additional information, visit OIT Video Solutions or the ResearchChannel Web site."

If you need some incentive,. read this article from the NYT's last week describing video search (like YouTube) as the future web search engine.

Also see:

New for 2010, courses that meet the College of Liberal Education (CLE) requirements must include a brief paragraph (300 characters) of how each course meets one or more of the Student Learning Outcomes (SLO). As the deadline for re-certification approaches the libraries are happy to provide an instructor guide on "Improving Student Research" either in print (request) or pdf download. The booklet contains specific examples of ways to address the new CLE requirements of the university's Student Learning Outcomes.

Tthe electronic version this tool is available at

Student Learning Outcomes

The University’s recent report on “Renewing Our Commitment to Liberal Education? noted that “students’ interpretive and evaluative skills have not kept pace with [the] information explosion? available through the Internet.

“They can google ‘facts’ and information, but if they don’t understand how knowledge is created and how information is interpreted, then how can they assess what they google??

Last fall the university approved a set of learning outcomes to help address students' failing "information literacy."

View list of Student Learning Outcomes

Information Literacy

Information Literacy...things you need to know to effectively find, retrieve, analyze, and use information. How your librarian can help?

1. Online: The libraries host CourseLib pages, created by your librarian, to present a list of selected resources that your students might use when doing their research. The librarian is also available or consultation by IM Chat, Phone, email, or in-person office hours.
Ex. A CourseLib page for a geology class

2. In person: Work with your librarian to incorporate a hands-on workshop into a course assignment designed to test the skills and understanding of finding information sources in the literature and on the web. In one 50-minuet session, the librarian will demonstrate how to use the tools and then work with the students to analyze a specific problem.

  • Ex 1. Find an article containing the spectra of a chemical that relates to this weeks lab assignment using a database (Web of Science, SciFinder Scholar, GeoRef).
  • Ex 2. Using analysis tools such as Journal Indicators to identify an appropriate journals to which to submit your article. Next download their publishing agreement form and discuss how to manage your copyrights when signing a contract with this publisher.
  • Ex 3. List of example workshops available

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