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This is a course about concepts. This is often misunderstood. Students tend to think that information literacy is only about learning to use various tools, like CD-ROMs and the Internet. The fact is that these information tools are changing constantly. To learn how to use a specific tool that is bound to change (quickly) is obviously not as useful as learning the concepts that are fundamental to information literacy.
Complete SJSU InfoPower (Pretest and all 3 modules). The modules illustrate methods of selecting, searching and evaluating information. Read points 1-4 below before beginning InfoPower. Take the Diagnostic Quiz at the start of InfoPower. Your answers to this quiz will not affect your final score. There are 3 modules. Read each module for comprehension. Each module takes about 30 minutes to complete. There are 3 module quizzes. Take the quiz at the end of each module. The results will be sent to your email automatically. Therefore, you must put in your correct email address when registering. As an additional precaution, as you complete the quiz in each module, print out a copy of your results for your records, especially if you are taking InfoPower for credit. Note: For English 1 B students, these modules should be completed one week before your library Hands On session. Direct path to SJSU InfoPower: http://tutorials.sjlibrary.org/tutorial/infopower/index.htm IMPORTANT: During the tutorials, if you click on any of the links to the glossary you will need to hit the Back button on your browser to continue the tutorial.
This web site contains: Instructional content Exercises and Help for completing the Exercises Additional links to web sites with healthcare content
You can use the image Information Management Graph to access lessons in the areas where your students need the most help, browse through lessons topic by topic, or look for lessons broken out by Grade Level. Lessons and resources are shown as links (for most, this will be underlined blue text, although your browser may assign active links different colors).
BILT is comprised of six modules. Each one takes approximately 15-20 minutes to complete. All of the modules include: A list of key concepts and skills you should learn Main text A quiz
InfoBoost is comprised of six modules. Each one takes approximately 15-20 minutes to complete. All of the modules include: A list of key concepts and skills you should learn Main text A quiz
OLAS consists of nine online modules: 1. Understand your need for information and define your topic 2. Types of information sources and choosing suitable sources for research 3. Using search tools to locate & retrieve information 4. Locate and Access Information from/using Books 5. Locate and Access Information from/using Journals 6. Locate and Access Information from/using the Internet 7. Comparing & evaluating information and thinking critically 8. Organising & citing information. Using information ethically and appropriately 9. Keeping up to date, communicating information and contributing to new information
Go for the Gold is a set of instructional modules designed by the the JMU Libraries reference staff to teach students basic information-seeking skills. The JMU General Education program requires students to meet objectives relating to finding and evaluating information. Go for the Gold can be used by students in General Education courses or by anyone else who wants to learn how to find and evaluate information in the library, in databases, or on the Internet. The Go for the Gold program is composed of 8 separate modules. Each module consists of: learning objectives instruction online exercises Students may use Go for the Gold at any networked computer on or off campus .
These lessons will familiarize you with types of sources you can use to find information, explain how you can make the most effective use of these resources, discuss how to evaluate the information you find, and review the appropriate conventions for citing the research of others in your own work.
The information world can be viewed from many different, overlapping points-of-view. For example, common concepts like fiction and non-fiction, speech and writing, or broadcasting and print divide information into broad categories that can be helpful in understanding, evaluating, and organizing it. We start by looking at 3 of these points-of-view as a context for doing research. Objectives *Basic understanding of the Internet *Distinguish scholarly from popular communication *Distinguish primary from secondary information sources
Basic information literacy compentency is assumed at the college level. Some high schools teach information literacy, some do not. The purpose of this tutorial is to assure that all students have these competencies. You can go through this tutorial at your own speed and in multiple sessions. Use the tutorial index, to locate information on particular topics. Taken in order, this tutorial takes about one hour to complete. The most important concepts are highlighted in red. There are numerous exercises throughout the tutorial, instructions are written in green. You must have JavaScript enabled to take the quizes
Each section contains several lessons, usually several pages in length, that cover essential elements in the research process. These lessons will familiarize you with types of sources you can use to find information, explain how you can make the most effective use of these resources, discuss how to evaluate the information you find, and review the appropriate conventions for citing the research of others in your own work.
The Five Colleges of Ohio Information Literacy Committee members, along with additional colleagues from all five colleges, have been working together to design a Web-based Information Literacy Tutorial. Part of the process is to do some usability testing both Summer and Fall 2000. The summer testing is to help us with some design issues before we pilot test the tutorial during the Fall. The fall testing is to help us determine whether or not some redesigning of the Web site is necessary after our Fall pilot of the tutorial. Those who help with the Summer 2000 testing under the guidance of a test administrator will be paid for their efforts. We would, however, appreciate greatly any amount of feedback we can get on the tutorial, so if you choose to take the tutorial on your own, please print out the form, answer the questions that are asked, and send it to the contact on your individual campus.
They are some videos that show some tips for the effective location of the information.
Answer the questions below and then click "submit" (once) to send your answers . You will receive a copy of your scored quiz by email if you fill in your personal email account
PLOT is comprised of six modules. Each one takes approximately 15-20 minutes to complete. Many of the modules include: A list of key concepts and skills you should learn Main text A quiz
The modules are: Types of Information Sources Introduces the user to different types of information sources Choosing a Research Topic Explains how to define a research topic and identify keywords to search for information on the topic Using TOPCAT Teaches how to use TOPCAT, the online catalog for SWITCH Finding Articles Explains how to locate and search for journal articles using an online database Citing Information & Avoiding Plagiarism Goes over how to cite information and covers plagiarism and copyright Evaluating Information Addresses the importance of evaluating information and teaches how to do so Each of the tutorials takes about 10-15 minutes to complete. They can be completed during a class or on one's own time. At the end of each section there is a short quiz.
You will explore these steps in this tutorial: Can the student identify the information need? Can the student find the information needed? Can the student evaluate the information retrieved? Can the student synthesize to create a new information product? Does the student behave with an awareness of the ethical and legal issues regarding information use?
Table of contents: 1. Starting smart 2. Choosing a topic 3. Using Felix G. Cat 4. Finding articles 5. Using the web 6. Citing sources To navigate through this tutorial, please use the back and next links at the end of each page. After
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