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Informed Practice
Jessica Lange Management Liaison Librarian Humanities and Social Sciences Library
Dawn McKinnon Electronic Resources Librarian Humanities and Social Sciences Library
UsingACRLInforma1onLiteracyObjec1vestoRedirectLibraryInstruc1on
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Agenda:
• Introduction
• Course mapping
• Standards mapping & gaps
• Activities
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Ice breaker
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http://www.ala.org/acrl/standards/informationliteracycompetency
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ACRL IL Standard 1 The information literate student determines the nature and extent of the information needed
Performance Indicator 1 defines and articulates the need for information
Outcomes: • formulates questions based on the information need • explores general sources to increase familiarity with the topic • identifies key concepts
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Context
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BCom Concentrations
Labour & Human Relations
Accounting Finance
Entrepreneurship Operations Management
Marketing Information Systems
International Business
Organizational Behaviour Strategy
BCom Concentrations
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BCom Concentrations
Labour & Human Relations
Accounting Finance
Entrepreneurship Operations Management
Marketing Information Systems
International Business
Organizational Behaviour Strategy
BCom Concentrations
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BCom Concentrations
Marketing Information Systems
International Business
Organizational Behaviour Strategy
BCom Concentrations
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BCom Concentrations
CORE COURSES
Marketing Information Systems
International Business
Organizational Behaviour Strategy
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Marketing Information Systems
International Business
Organizational Behaviour Strategy
Core Marketing Core Info Sys Core Intl
Business Core OB Core Strategy
BCom Concentrations
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Marketing Information Systems
International Business
Organizational Behaviour Strategy
Core Marketing Core Info Sys Core Intl
Business Core OB Core Strategy
BCom Concentrations
ADVANCED/ELECTIVE COURSES
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BCom Concentrations
Information Systems
International Business
Organizational Behaviour Strategy
Core Marketing Core Info Sys Core Intl
Business Core OB Core Strategy
Marketing Electives
Info Sys Electives
Intl Business Electives OB Electives Strategy
Electives
Marketing
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BCom Concentrations
Marketing Information Systems
International Business
Organizational Behaviour Strategy
Core Marketing Core Info Sys Core Intl
Business Core OB Core Strategy
Marketing Electives
Info Sys Electives
Intl Business Electives OB Electives Strategy
Electives
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BCom Concentrations
Marketing Information Systems
International Business
Organizational Behaviour Strategy
Core Marketing
Core Intl Business Core OB Core
Strategy
Marketing Electives
Info Sys Electives
Intl Business Electives OB Electives Strategy
Electives
Core Info Sys
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BCom Concentrations Marketing Information
Systems
Core Marketing Core Info Sys
Marketing Electives
Info Sys Electives
Social Marketing
Marketing Research
Marketing Planning
E-business
Managing Knowledge
IT in Business
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Marketing
Core Marketing
Marketing Electives
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ACRL IL Standard 1 The information literate student determines the nature and extent of the information needed
Performance Indicator 1 defines and articulates the need for information
Outcomes: • formulates questions based on the information need • explores general sources to increase familiarity with the topic • identifies key concepts
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Marketing
Core Marketing
Marketing Electives
5
1
2
Define the information need
Identify sources
Cite sources
Refine the search
Retrieve information
Create effective search strategies
Select the best tool
Evaluate
Satisfies need? 3
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Marketing
Core Marketing
Marketing Electives
5
1
2
Define the information need
Identify sources
Cite sources
Refine the search
Retrieve information
Create effective search strategies
Select the best tool
Evaluate
Satisfies need? 3
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Marketing
Core Marketing
Marketing Electives
5
1
2
Define the information need Identify sources
Cite sources
Refine the search
Retrieve information
Create effective search strategies
Select the best tool
Evaluate
Satisfies need? 3
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Marketing
Core Marketing
Marketing Electives
5
1
2
Define the information need Identify sources
Cite sources
Refine the search
Retrieve information
Create effective search strategies
Select the best tool
Evaluate
Satisfies need? 3
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Marketing
Core Marketing
Marketing Electives
5
1
2
Define the information need Identify sources
Cite sources
Refine the search
Retrieve information
Create effective search strategies
Select the best tool
Evaluate
Satisfies need? 3
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Marketing
Core Marketing
Marketing Electives
5
1
2
Define the information need Identify sources
Cite sources
Refine the search Retrieve information
Create effective search strategies
Select the best tool
Evaluate
Satisfies need? 3
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Gaps
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• 1.3 Understands the costs acquiring needed information.
• 1.4 Reevaluates the extent of the information need.
• 3.2 Evaluates the information and its sources.
• 3.4 Compares new knowledge with prior knowledge
• 3.7 Determines if the query should be revised.
• 5.2 Follows laws and etiquette related to the access and use of information resources.
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• 1.3 Understands the costs of acquiring needed information.
• 1.4 Reevaluates the extent of the information need.
• 3.2 Evaluates the information and its sources.
• 3.4 Compares new knowledge with prior knowledge.
• 3.7 Determines if the query should be revised.
• 5.2 Follows laws and etiquette related to the access and use of information resources.
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• 1.3 Understands the costs of acquiring needed information.
• 1.4 Reevaluates the extent of the information need.
• 3.2 Evaluates the information and its sources.
• 3.4 Compares new knowledge with prior knowledge.
• 3.7 Determines if the query should be revised.
• 5.2 Follows laws and etiquette related to the access and use of information resources.
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Lower Level Active Learning Activities
1Define the information need
Identify sources
• Cephalonian method
• Information timeline with slips of paper
• Think-Pair-Share (with & without clickers)
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Active Learning Activities
2
Refine the search
Retrieve information
Create effective search strategies
Select the best tool • Direction questioning
• Group discussion
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Active Learning Activities
Evaluate
Satisfies need? 3• Compare two article excerpts and determine which one is academic and which one isn’t
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Active Learning Activities
5Cite sources • Identify errors in
citations
• Compile a citation out of parts
• Inserting in-text references in a sample paper
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What do we add? Motivation
Employee motivation is often a matter of debate. One author suggests that employees can be motivated by hearing about other employees efforts. Kowitt further suggests that you make motivation a number one priority. She says “Rather than mandate how a successful employee acts, we let them tell us--and everyone else what works.”
References
Berger, J. (2011). If You Want to Win, Tell Your Team It's Losing (a Little). Harvard Business Review, 89(10), 36-37
Kowitt, B. (2011). Full-time motivation for part-time employees. Fortune, 164(6), 58.
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What do we add? Motivation
Employee motivation is often a matter of debate. One author suggests that employees can be motivated by hearing about other employees efforts. Kowitt further suggests that you make motivation a number one priority. She says “Rather than mandate how a successful employee acts, we let them tell us--and everyone else what works.”
References
Berger, J. (2011). If You Want to Win, Tell Your Team It's Losing (a Little). Harvard Business Review, 89(10), 36-37
Kowitt, B. (2011). Full-time motivation for part-time employees. Fortune, 164(6), 58.
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What do we add? Motivation
Employee motivation is often a matter of debate. One author suggests that employees can be motivated by hearing about other employees efforts (Berger, 2011,
p. 37). Kowitt further suggests that you make motivation a number one priority. She says “Rather than mandate how a successful employee acts, we let them tell us--and everyone else what works.”
References
Berger, J. (2011). If You Want to Win, Tell Your Team It's Losing (a Little). Harvard Business Review, 89(10), 36-37
Kowitt, B. (2011). Full-time motivation for part-time employees. Fortune, 164(6), 58.
Or (Berger, 2011)
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Upper Level Group Activities
• With their own research questions, students determine what information they need and what resources will provide it (Standards 1-2)
• Group are given questions on different resources; students find answers & present to class (Standards 1-3)
Evaluate
Satisfies need? 3
2
Refine the search
Retrieve information
Create effective search strategies
Select the best tool
1Define the information need
Identify sources
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What activities have you used to reinforce the standards?
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• Implementing changes
• Faculty buy-in
• Assessment
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Cooney, M. (2005). Business information literacy instruction: A survey and progress report. Journal of Business & Finance Librarianship, 11(1), 3-25.
Davidson, J.R., McMillen, P.S., & Maughan, L.S. (2002). Using the ACRL Information Literacy Competency Standards for Higher Education to assess a university library instruction program. Journal of Library Administration, 36(1-2), 97-121.
Fiegan, A., Cherry, B., & Watson, K. (2002). Reflections on colloboration: Learning outcomes and information literacy assessment in the business curriculum. Reference Services Review, 30(4), 307-318.
Guillikson, S. (2006). Faculty perceptions of ACRL’s Information Literacy Standards for Higher Education. Journal of Academic Librarianship, 32(6), 583-592.
Holler, C.M. (2009). Client-based projects and the ACRL Information Literacy Competency Standards for Higher Education. Behavioral & Social Sciences Librarian, 28(1-2), 7-22.
Selected bibliography
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Questions
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Questions Proposal by Eleaf, (http://www.flickr.com/photos/eleaf/2536358399/)
Pho
to C
redi
ts