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INFORMATION LITERACY : LIBRARIES : EDUCATION: S.O.S. for Information Literacy

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  • David P. Dillard
    . . INFORMATION LITERACY : LIBRARIES : EDUCATION: S.O.S. for Information Literacy . . S.O.S. for Information Literacy http://www.informationliteracy.org/ . .
    Message 1 of 1 , May 27, 2012
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      INFORMATION LITERACY :

      LIBRARIES :

      EDUCATION:

      S.O.S. for Information Literacy

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      S.O.S. for Information Literacy

      http://www.informationliteracy.org/

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      "S.O.S. for Information Literacy is a dynamic web-based multimedia
      resource that includes peer-reviewed lesson plans, handouts,
      presentations, videos and other resources to enhance the teaching of
      information literacy (K-16)."

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      Overview

      http://www.informationliteracy.org/topmenu/view/73

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      "S.O.S. for Information Literacy is a dynamic web-based multimedia
      resource for educators that promises to make a significant contribution to
      enhancing the teaching of information literacy skills to students in K-16.
      The project is currently in its final stage of development in which S.O.S.
      is being expanded for use by high school and college level educators. At
      no time in history has the ability to locate, organize, evaluate, manage
      and use information been more critical for today's learners. These skills,
      collectively referred to as information literacy, lay the groundwork for
      success in every phase of a student's life both in and out of school.
      Preliminary research for this project was made possible through a Small
      Business Innovation Research award from the U.S. Department of Education.
      Funding for full development and implementation has been made possible by
      National Leadership Grants from the Institute of Museum and Library
      Services (IMLS)."

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      Topics Covered on the Overview Web Page:

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      Phase I Research

      Information Literacy in Context

      The Transition from High School to College

      Standards

      Multimedia

      How did S.O.S. get the name?

      "The S.O.S in the title of the project does represent a call to action to
      enhance information literacy instruction. It also refers to the job that
      IL instructors must accomplish in preparing IL instruction. That is, they
      must consider the specific Situation (e.g., grade level, curricula area
      for integrating IL instruction, etc.), the desired Outcome(s) (e.g.,
      information skill(s) to be learned), and what Strategies (e.g., teaching
      ideas or specific techniques and methods) they need to include in their
      instruction in order to achieve the desired outcome. Using the S.O.S.
      system, an educator can input the situation and desired outcomes, and the
      S.O.S system will suggest possible motivational teaching strategies in the
      form of lesson plans, teaching ideas (many with actual teaching materials
      included), and buILders!"

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      Results of a search of this website for the term searching with Lower
      Level Undergraduate Students for Lesson Plans

      http://www.informationliteracy.org/search/result_view_begin

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      Content Sample of Search Results:

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      83%

      Conducting the Search: Finding Websites

      This lesson plan is designed to introduce students to search engines and
      their advanced search options, operating on the assumption that most
      students are familiar with Google. Students will build strategies to
      answer practice questions and effectively find websites using search
      engines, such as Google and Google Scholar.

      This lesson plan was originally created to be used in conjunction with
      Library Online Basic Orientation (LOBO) at North Carolina State
      University: http://www.lib.ncsu.edu/lobo2/.

      Submitted with permission of Dr. Megan Oakleaf. Written by Jillian
      Robinson, North Carolina State University. Adapted from:

      Bolner, Myrtle S., and Gayle A. Poirier. The Research Process. Dubuque,
      Iowa: Kendall/Hunt Publishing Company, 2002.

      Burkhardt, Joanna M., Mary C. MacDonald, and Andree J. Rathemacher.
      Teaching Information Literacy. Chicago: American Library Association,
      2003.

      Carla , List J. Information Research. Dubuque, Iowa: Kendall/Hunt
      Publishing Company, 2002.

      Gradowski, Gail, Loanne Snavely, and Paula Dempsey. Designs for Active
      Learning. Chicago: Association of College and Research Libraries, 1998.

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      60%

      Developing a Research Strategy - Build a Keyword Search

      In this lesson plan, students will be able to identify and use search
      language and protocols appropriate to a retrieval system. Students will
      use this lesson to conduct proper research on the online catalog.


      Lesson adapted from: Snavely, Loanne. ?Teaching Boolean Operators in a
      Flash Using a Deck of Cards.? In Designs for Active Learning. Chicago:
      Association of College and Research Libraries, 1998.

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      57%

      Conducting the Search - Finding Articles

      Students will learn about the various formats of articles and the methods
      to properly retrieve articles from the online catalog for research
      purposes.

      This lesson plan was originally created to be used in conjunction with
      Library Online Basic Orientation (LOBO) at North Carolina State
      University: http://www.lib.ncsu.edu/lobo2/.

      Submitted with permission of Dr. Megan Oakleaf. Written by Jillian
      Robinson, North Carolina State University. Adapted from "Finding Articles
      (Periodica Indexes/Databases) Method 2," University of Texas at Austin,
      University of Texas Libraries, Available from:

      http://www.lib.utexas.edu/services/instruction/resources/handouts/articles_db2.rtf
      Accessed 15 December 2005.

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      45%

      Taming the Wild Web: Using Web Sources To Your Best Advantage

      Using a hands-on group activity, class discussion, and student
      demonstration, this lesson teaches students how to critically evaluate
      information found on the web. Students will evaluate a sample web site and
      seek additional information in order to verify that site. Wikipedia will
      be used as one corroborative tool, and Wikipedia's own validity and
      reliability will be examined. Finally, students will gain a brief
      introduction to the library's databases through the use of LexisNexis as
      an additional verification tool.

      This lesson has been used as part of a fourteen session, one-credit
      information literacy course. It also serves well as a single session on
      web evaluation. Since the lesson uses the DHMO (dihydrogen monoxide) hoax
      site as an example, it is particularly relevant to chemistry, biology and
      environmental studies students. The evaluation skills presented, however,
      will be useful to students in all disciplines.

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      44%

      Understanding Plagiarism

      This lesson is intended to make students aware of the many types of
      plagiarism and increase their ability to recognize and avoid plagiarism.
      Students will become aware of NCSU's academic policies regarding
      plagiarism and gain familiarity with citation style guides in order to
      prevent plagiarism. [This lesson was originally designed to be used in
      conjunction with Library Online Basic Orientation (LOBO) at North Carolina
      State University: http://www.lib.ncsu.edu/lobo2/%5d

      Submitted with permission by Dr. Megan Oakleaf of Syracuse University.

      Adapted from:
      Barnbaum, C. Plagiarism: A Student's Guide to Recognizing It and Avoiding
      It. Valdosta State University.
      http://www.valdosta.edu/~cbarnbau/personal/teaching_MISC/plagiarism.htm
      (Accessed 23 January 2006).

      Liles, Jeffrey A. and Michael E. Rozalski. ?It's a Matter of Style: A
      Style Manual Workshops for Preventing Plagiarism.? College & Undergraduate
      Libraries, 11 (2), 2004, p. 91-101.

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      The S.O.S. for Information Literacy project teams thanks Dr. Patricia Senn
      Breivik for being our guiding light for this project.

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      A project of the Center for Digital Literacy at Syracuse University, with
      major support from the Institute of Museum and Library Services.


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      Temple University
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