Introduction to Information Literacy

Introduction to Information Literacy


welcome students this is the first in a series of five videos to help you get further down the road
with respect to information literacy one of UMA’s general education learning
requirements and hopefully you are seeing this sooner than later we won’t
have had class yet you’ll see this as prep for class 1 and if we have had
class 1 and class 2 when you see this then you can link it to our discussions
in those two classes. With respect to the first issue general education we have a
slide here that shows UMA’s 11 general education outcomes and what’s
fascinating about these to me is that for most students these are a total
mystery they’ve never heard them before and yet they are the very bedrock of
what a graduate is expected to know and do regardless of the program that they
come from so here at the introductory level I’m trying to find a way to communicate
to you an awareness of general education expectations the scaffold or the level of learning in your different courses and then at the end of this
little discussion I’ll come back to how they are embedded in the assignments in
PSYCH 100. You’ll see first of all a link on this slide that will take you to the
UMA web page where you can find the detail on the 11 UMA Gen. Ed. outcomes if you are interested in doing that information literacy is one of general
education outcomes I’m also interested in introducing you to critical thinking
and written communication as the sort of big three for PSYCH 100 and information literacy as you can see
from this slide has its origins in what used to be called bibliographic
instruction but notice the shift if you would on this slide between
bibliographic instruction which is basically more talking at you about how
to identify information needs find it efficiently evaluate it and then use it
which is the essence of information literacy but notice the old model where
we talked at you and the new model where we want to work with you and note on
this slide that both librarian and the instructor myself are really the guide
by the side rather than the sage on the stage ALA is the American Library
Association for those of you who want to really get into this a technical level I
just put this out so you’ll have a reference point but basically to be
information literate person must be able to recognize when information is
needed that’s what your proposal is for in PSYCH
100, have the ability to locate evaluate that’s critical thinking and use
effectively the needed information now all of this presupposes that you’ve been
listening to me in my videos or in class one when I spoke of the distinction
between information and knowledge and most 100 level university students
really haven’t thought about the difference between information and
knowledge and this is incredibly important because there’s too much
information in the world and arguably not enough useful knowledge so the way
to look at information literacy is the first understanding of how to
effectively transform too much information into just enough useful
knowledge for your purposes and basically furthering your education what you should care about is these are a
part of the grading for your paper specifically your proposal and your
research report in this class so knowing something about that will help you with
those two assignments it’ll also frankly help you and other courses after this
class all right now the essence of what I look
for in grading in your two papers your proposal and your research report is
here there are six basic criteria and i really I lump them all together and that basic
definition but basically needs identification is standard one number two how to access and essentially obtain not by spending a thousand hours getting
frustrated and discouraged but rather by efficiently learning know who you gonna
call when you gonna call them and how you can identify a barrier so it doesn’t
become a wall that you keep banging your head against more about that later once you
get the information you’re gonna have too much information and in class 1 I’ll
talk about the distinction between topics not a good thing in my courses
and questions which is a very good thing in my course having focal questions is
the key to information literacy and frankly it’s the key to research and
information literacy is the foundation of research. A question is like
a compass it sets the direction and it allows you to throw out most of the
information when it’s not useful and remember when in doubt throw it out too
much information in the world alright so these are the six basic
criteria I look at when I grade your papers and we can discuss those online
in blackboard or in class any time you want, give me a call if you’re really into this stuff
alright so here’s the takeaway point in my intro trying to keep this succinct these 6 items right here which you’ll
hear about on this video you’ll hear about in class and I’ll be looking for
them on your proposal and I’ll be looking for them in your research
reports number one did you actually form a
partnership with a librarian either on the phone through Chat or through
face-to-face and in class 2 we’ll have such a person to give you a running
start or you can find any number of librarians I know most of them so I hope
that in your proposal or in your research report you’ll say somewhere in
your methods section I worked with Shiva or I worked with such and such on the
Bangor campus or I worked with such and such online ‘A’ did you work with somebody do
understand that research is a team sport that’s the first one, second one you got
to be able to tell me in your paper what is One Search, One Search is a tool you find that in the lib guide in our psych 100 Lib Guide number three do you know
the difference between Google Scholar and Google. You ought to be able to find Google Scholar at the end of the course not today but by the end of the course
you’ve used Google Scholar and 2 university databases specifically
Academic Search premier and PsycINFO again your librarians gonna help you
find those quickly and narrow down your searches and cut down your time and make
this an efficient process for you fourth point you are being introduced to
APA style I’ll mention the resources for that in class one or two and fifth one is
that you’re able to use a website which i think most of you already do but you
can really evaluate the source as well as the content of that information and
finally in your research project I want you to be multimedia yes I think text is
important but some people learn better from audio like iPods or they learn
from videos or they learn from interviews so don’t be a one media researcher
being able to utilize multiple media is the sixth requirement for PSYCH 100 all right now here’s the concept of a
scaffold as I said as I say in class 1 and in my videos, the most important
word in our course title is intro this is intro- duction both to things
like information literacy and Introduction to Psychology so that’s why
if you read the syllabus you know we have a hidden curriculum in other words hidden
things that you’re gonna have to learn and they’re pretty well wrapped up in
the Gen Ed. requirements or the Gen. Ed. expectations it’s assumed that in those
courses you’re building those skills in a scaffold so the 100 level you have
certain number of skills 200 level 300 level and then when you graduate or in
your senior year you’ll hopefully take something called a capstone and that’s
where the really the accumulation of your skill development becomes obvious
think about the difference between a kid in the kitchen and a master chef
essentially we’re assuming you come into Intro Psych as a kid in the kitchen
and you’re going to go out of your capstone as a master chef so the key to
that is to understand that the Gen. Ed. requirements are at various levels of
expertise and that levels thing is called a scaffold. I’ll show you how it
represents itself in PSYCH 100 so that’s it and we’ll go over this and we’ll
go down into the weeds as much as you want or as little as you want remember these are the things that we’ll be looking for in your final research proposal and
report the most important of all of these is a question, a useful question about psychology so I’ll stop
at that point and let you listen to students who are now in the next video
telling you these are students who have been in the school for a while they know
what it is to be information literate because they worked on it for years and
they’ll give you a student’s point of view of their understanding of
information literacy

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