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6023 results in Facet Publishing

Page 222 of 302

  • R

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 299-308

  • Summary

    REFERENCE MANAGEMENT TOOLS

    Typical questions

  • • Are there any online tools for managing the citations for my dissertation?

  • • Are there any programmes which will format my references into APA style?

    • Points to consider

  • • Reference management tools provide a place where students/researchers can effectively organize, store and format bibliographic references to books, journals, papers and websites etc. They can save researchers time and effort because in many cases lists of references can be directly exported from commercial journal indexes and databases. The best services also automatically format citations into specific styles (such as APA and MLA) which can be output as a bibliography at the end of a dissertation or article.

  • • In addition to established commercial products, an increasing number of free reference management tools are being made available on the web. Note that some have storage limits and offer fewer facilities for automatic formatting in bibliographic styles, so check capabilities carefully.

  • • This section introduces a selection of well known commercial and free examples. When deciding which to use, students should first check if local library/IT services provide support for any specific services. Major library services also produce comparison guides. A good example is Yale University, guides.library.yale.edu/tutorials. However, do bear in mind that some of the advice given may be geared towards local IT networks, so check versions, compatibility and date last updated before relying on it!

  • • Finally, remember that students who enquire about reference management tools may also benefit from the general advice about Citing and Referencing given in this book.

    • Where to look

    Connotea

    www.connotea.org

    Free web-based service created by Nature Publishing and used heavily by scientists. Users can save, tag and share citations. References can be imported from any website.

    EndNote (subscription required)

    www.endnote.com

    Well known commercial product. The website offers factsheets, tutorials and a users’ forum.

    EndNote Web

    www.endnote.com/enwebinfo.asp

    Free web-based version of EndNote. Has more limited functionality, but a good capability for sharing references with others. Online tutorials are available.

    Menderley

    www.mendeley.com

    Free service aimed at researchers which is both a reference management tool and a social network because, in addition to storing, downloading and formatting citations, it enables users to view and exchange information on popular papers. Data can be imported into Mendeley from a variety of other reference management tools, such as EndNote and Zotero.

  • 10 - Assessment

  • from Planning
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 31-35

  • Summary

    There are many different forms of assessment, ranging from the formal examination to simple observation. Some of the most effective ways to assess information literacy are discussed as separate tips in this book. It is important to remember that assessment is an essential part of the learning experience as it is the most effective way of ensuring that your learners actually learn what you have been teaching them. Assessed tasks or activities are often the most effective way that learners start to internalize and understand the information with which they have been provided, or to put it another way, assessment turns information into personal knowledge.

    Assessment is not always about exams and tests. Instead, think of it as a catch-all description for the process of letting the learners try out and demonstrate what they have learnt.

    When planning assessment ask yourself three questions:

  • • What do I want to measure?

  • • Is this the best way to assess?

  • • Is what I am testing important or significant?

    • When planning your teaching, you need to think about how to check that the learning outcomes have been achieved. This can be done in a variety of ways, but you need to link your aims, objectives and learning outcomes to the assessment to make it most effective.

    There are different kinds of assessment:

  • • Summative assessment takes place at the conclusion of the learning experience.

  • • Formative assessment takes place during the learning experience and can be something as simple as asking your learners to do a task and giving them feedback while they are working on it.

  • • Diagnostic assessment takes place prior to your sessions and can be used to assess existing knowledge and ability to inform your teaching and to benchmark learning.

    • Remember that all assessment tasks and activities should have the following five qualities:

    1 Validity

    Assessment should test the learning outcomes. It is also good practice to select tasks relevant and appropriate to the process. So, for example, setting a bibliography task would be a good activity for students needing to demonstrate literature searching, reviewing, and referencing skills, but perhaps not a suitable activity for family historians who would rather demonstrate their searching skills by drawing up a genealogy. This can be quite difficult to achieve as after all, it can be easier to test recall (‘Do you know how many books you can borrow?’) via a quiz than understanding.

  • 83 - Presentations by learners

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 215-216

  • Summary

    Presentations by learners can be a very effective form of assessment for a variety of reasons. First of all, the format and requirements are usually easily understood by learners, so less tutor input is required to explain what learners need to do. Secondly, presentations are often straightforward to assess, either by peer, tutor, self, external lecturers or any combination of those groups. Finally, presentations may not require a lot of additional technology or equipment so can be set up and delivered with little fuss or minimal administrative work.

    So, pragmatically, presentations can be easy to arrange and use. More importantly, pedagogically they can be very effective in assessing whether a range of learning outcomes have been met, including content knowledge and transferable skills. Presentations can be used flexibly, set as the final product of a task (group or individual) or at an interim point (for example, reporting on progress so far before a final report, portfolio, etc.)

    When asking learners to present the results of their work you should:

  • • Allow sufficient time: factor in time taken to set up their presentation (even if this is to tack up a sheet of flip-chart paper or put a memory stick into a computer). Also allow some time for questions – from you and/or their peers in the audience.

  • • If the idea of using a presentation has been introduced within your session, give the learners the time to elect a spokesperson or to plan what they are going to say. Also provide enough warning about deadlines – give your learners both a ten- and a five-minute warning. There will be some groups in any session that have not written anything until prompted.

  • • Give clear instructions on what you expect from the presentation – how detailed it should be, what format, etc.

  • • Always respond to the presentations and give praise when it is due. Try to have a question ready to ask of each presentation.

  • • If the presentation is the result of several weeks’ work and not simply at the end of a single workshop, then offer some input on good presentation skills.

  • • Be aware of the learners’ nerves and take this into account when providing feedback.

    • ✓Best for

  • • group work

  • • staff development.

  • 80 - Podcasts

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 209-210

  • Summary

    Podcasts are often confused with sound bites. The former are part of a series and the latter are one-off recordings. Both are downloadable sound files that can be listened to immediately or saved for later consumption. They are particularly useful for self-guided inductions to your service or as a series of skills tutorials that build into a course. Typically, they are loaded onto a web page or put within a VLE.

    Ideally, podcasts should be short in order to control file length and manage boredom on the listener's part. Plan your podcast by defining its structure and give timings for each item. Decide how you will move from one item to the next. Plan any extra resources you may need, such as adding background music.

    Test the voice used on people before committing to the series – it is often better to use more than one voice (in a double act) to maintain interest. The presenters should always introduce themselves and say what the podcast is about. Write a short storyboard for your podcast, but not a word-for-word script – otherwise it may sound stilted, artificial and forced. Instead, run through the things that you want the presenter to say and ask him or her to speak as if to one person rather than an audience. Often, ‘amateur’ voices from within the workplace are used and, although these can often work very well, speaking on a broadcast is a skill and not everyone can do it. Be ruthless when choosing your presenters.

    Some topics lend themselves well to this format. For example: the selfguided tour asking learners to stop at pre-arranged points, short introductions to services like interlibrary loans or a series on referencing (how to reference a book and a journal, etc.).

    ✓ BEST FOR

  • • distance learners

  • • inductions.

    • + MORE

  • • Include some pictures – a video or stills of relevant views – and create a vodcast (video podcast) for a library tour.

  • • Use a more personal approach by interviewing library staff, lecturers/teachers and learners, asking them to outline their strategies for success in finding and using information.

  • • An interview with an author or a magazine-style podcast with book reviews may be more appropriate in other library settings to promote reading.

  • 26 - Interruptions

  • from Delivery
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 76-77

  • Summary

    Interruptions can and will occur during your teaching career. How you handle them is really down to your personality and the situation but you must address them. The worst thing that you can do is to ignore them. Do not let them overwhelm you (or your memories of running learning and teaching events), but do try to manage them.

    Common sources of interruption:

  • • Dominant personalities. Try to avoid eye contact that might provoke a question or comment, ask others for their comments, or suggest that you meet at the end of the session to talk through the issues being raised. See the tip on dominant participants for an extended discussion of this issue.

  • • Mobile phones and other electronic interruptions. Set clear expectations about these at the start of the session (remember that some people may need to be contactable during sessions for work, childcare or other personal reasons). If an interruption, such as a phone call, does happen then it is better not to ignore it – the learners’ attention will have already moved to the distraction. Isolate the event by asking the person to leave the group if they do take the call. Do not humiliate a learner if he or she has simply forgotten to turn off a phone but wait patiently while they deal with it. If you are working with learners who are very likely to be contacted – for example, a workshop with healthcare professionals who may be on call – explain at the beginning of the class where they can take a call without causing disruption.

  • • External noise. If the noise is so bad that you cannot be heard properly or is so distracting that it is clearly affecting the learning environment then do not be afraid to stop the session. If you can ask the noise-makers to stop with some chance of success then you should do so, but if it is unavoidable then stop the session and try to rearrange. Struggling through will probably achieve little – you must be in control of the environment as much as possible.

  • • Latecomers. Ignore them. Making an issue of the lateness at the time will only exacerbate the interruption. Do try to have a word with the latecomers at some point though, stressing how disruptive lateness is. There is an extended discussion on this topic in the tip on Latecomers.

  • 99 - WebQuests

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 251-252

  • Summary

    A WebQuest is a structured web-based activity. It is defined on the WebQuest home page as ‘an inquiry-oriented lesson format in which most or all of the information the learners work with comes from the web’ (http:// webquest.org.). Bernie Dodge at San Diego State University developed WebQuests in 1995. There are tools available to create WebQuests, but the simple structure can be created on any web page or using a program such as Word or PowerPoint which can contain web links. They are ideal for use in information skills teaching as they focus on finding and using information, aiming to foster higher-order thinking, based around problem solving, analysis and synthesis.

    WebQuests have a standard structure that is used as a framework for guiding the learner. Depending on the level of the learner and your learning outcomes, you can give as much or as little guidance to the learner as you desire. WebQuests can be used for a variety of purposes (see http:// webquest.sdsu.edu/taskonomy.html). This page provides a useful guide to different types of WebQuest and explains how information is used in each task. For example, is it simple information reproduction or is synthesis or judgement involved?

    The structure normally involves an Introduction, Task, Process, Resources, Evaluation and Conclusion:

  • • Introduction: an overview of what is expected in the WebQuest.

  • • Task: a specific question or problem for your learners to address.

  • • Process: guidance on how learners should approach the task. This contains as much or as little information as you feel is appropriate for your learners.

  • • Resources: a selection of resources to be used in the WebQuest. These are normally web resources, but can be paper based. You may guide your learners directly to the resources they need to use, or perhaps to a directory site where the learners have to locate a resource for themselves. This can then test search and evaluation skills.

  • • Evaluation: what is required in terms of output from the WebQuest, which may include marking criteria. The output could be a report, presentation or something more creative.

  • • Conclusion: a summary which may include encouraging reflection on the task.

    • Examples may be found in Further Reading (below).

    ✓ BEST FOR

  • • providing a structure for your learning tasks

  • • encouraging higher level thinking

  • • guided tasks involving web resources.

  • 5 - Pre-session audit

  • from Planning
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 16-18

  • Summary

    Knowing your learners is a key part of the planning process but one that we do not always have the luxury of having. Information literacy teaching is often a one-off event delivered to learners of whom we have no prior knowledge and who we may not see again. This means that we might need to make guesses at prior knowledge, experience and motivations of learners when preparing sessions. However, there are things that we can do to help:

  • • Ask the other stakeholders – these could be teachers, lecturers, societies or individuals involved in arranging the learning and teaching event. Concentrate on finding out what the learners know already and what they need. The latter is easier to find out than the former, as those booking your teaching may not know about the learners’ prior experience of information skills. Try to ask more than one individual and triangulate – for example, in a school, college or university you might want to talk to teacher/lecturers about what the learners need and also IT or media technicians about their experience or observation of the group.

  • • Ask the learners. This can be by prior arrangement – sending out presession questionnaires could be useful but be careful with your questions as people will often under- or overestimate their expertise or knowledge. Alternatively these questions could be asked on a session booking form (if used). Try to ask specific questions rather than asking learners to rank themselves. Ask for qualitative answers rather than tick box or ranking scales.

  • • If pre-session questions to the learners or their sponsors are not possible or appropriate, then make a point of asking the learners as they join your teaching session. Position yourself near to the doorway or chat as you wait for latecomers. Do not interrogate but ask friendly, targeted questions as people arrive. This means that you will need to be flexible with your planning – there is no point ploughing on with something if they have told you that they already know it or it is apparent that it is irrelevant.

  • • Ask directly what your learners want from the event and then incorporate this into a revised set of learning outcomes.

  • 45 - Room layout

  • from Delivery
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 124-126

  • Summary

    Planning your room layout will have a very positive effect on any learning and teaching event, and change the impact of anything you do. Here are some suggestions:

  • • The ballroom/cabaret style uses round tables and chairs placed throughout the room. This is not always comfortable if you have your back to the stage, but is good for group interaction (as long as the tables are not too big and the facilitator is easy to see and hear).

  • • Blended classrooms use flexible layouts and have access to IT. You can move furniture to create a mixture of working environments. You may need to think about programs to control computers if the space is diverse, as learners could become distracted.

  • • The boardroom style is where the whole class sits around a table (e.g. a long rectangle or U-shaped layout). This is good for discussion and interaction with the teacher/facilitator.

  • • A circle or semicircle layout is also useful for discussion and interaction.

  • • Empty space is handy for creative improvisation, but you may need to think very carefully how you will use it.

  • • If using an IT lab with computers and desks in rows, you may need to consider how important group work or non-IT work might be. Computers can create a barrier between you and your learners so it may be more difficult to build a rapport with them while presenting in this room layout.

  • • A lecture-style layout where all the chairs face the front is useful for listening to the teacher and watching demonstrations, but not very good for group work. The teacher controls this environment, and has eye contact with everyone.

  • • Sitting in a lounge-style on easy chairs can be useful for discussions or tutorials, but it is not always easy to write or make things in this layout.

  • • The World Café (www.theworldcafe.com) layout is like a ballroom but with paper tablecloths you use to write your ideas on. This layout is good for mind mapping. Participants usually move between tables.

    • You should think about access to technology: check that everyone can see the main screen easily. Try out seats around the room and check for acoustics and sightlines – especially whether pillars or other equipment are in the way.

  • I

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 186-197

  • Summary

    IMAGES AND PHOTOGRAPHS

    Typical questions

  • • Where can I get hold of images of London that I can use in my coursework?

  • • I need a photograph to illustrate my lecture slides.

    • Points to consider

  • • This section highlights resources where still images (prints/photographs) suitable for academic use may be found. Moving images are covered in the separate Film section.

  • • Copyright can be a problem. Consult the separate section for advice.

    • Where to look

    Support services

    JISC Digital Media

    www.jiscdigitalmedia.ac.uk

    Provides advice, guidance and training to the UK's further and higher education community on still and moving images. Website has tips on tracing and using images legally.

    Search engines

    Most commercial search engines will retrieve some images. However, do remember to check copyright carefully!

    Google Images

    images.google.com

    Has an advanced search form where you can restrict by image size and file format.

    Digital libraries

    For further examples of online libraries containing paintings and artworks see the Art section.

    ARKive

    www.arkive.org

    Vast online library of images of the natural world (plants, animals, landscapes) from a project endorsed by leading conservation organizations.

    British Cartoon Archive

    www.cartoons.ac.uk

    Located at the University of Canterbury. Extensive holdings of cartoons, caricatures and comics from 1904 onwards. Catalogue provides access to thumbnail images. Copyright information is on the website.

    Flickr

    www.flickr.com/search

    Famous photo-sharing site, increasingly being used by museums and archives to post historic images online. For effective academic use choose the advanced search form. This enables more specific phrase searching and allows searches to be restricted to Creative Commons use.

    JISCMedia Hub (subscription required)

    jiscmediahub.ac.uk

    Enormous store of still and moving image collections specially selected for UK academic use. Includes thousands of images from the Getty Library covering famous persons, locations and social history topics.

    Wellcome Images

    images.wellcome.ac.uk

    Over 40,000 historic images from the collections of the Wellcome Library. Strong coverage of medical topics and public health.

  • 67 - Fear cards

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 180-181

  • Summary

    Give all participants a small card or piece of paper and ask them to write down the thing that they fear most about finding information, referencing or whatever you are teaching. Collect the cards, collate, and address in the session.

    This can give you valuable insight into what the learners already know (their fears will stem from this) and also what you should prioritize. There is little point in ploughing ahead with your session if the learners are blocked by something that you may not have planned to cover.

    This approach is a less challenging way of eliciting honest responses from participants who might not want to share their concerns out loud with their peers.

    ✓ BEST FOR

  • • anyone

  • • tailoring sessions to group needs.

    • + MORE

  • • Fear cards could be used in pairs or small groups, starting as the basis for a discussion. For more confident groups you could ask them to brainstorm their fears.

  • • This could also work as a pre-session audit, asking for the same information via a VLE, e-mail survey, or sudents’ tutors. This approach also gives you the option of responding individually to the learners after the session via e-mail or the VLE.

    • : WATCH OUT

  • • There are two risks with this approach. The first is that participants give silly or flippant responses. Secondly, you could also open up topics that will hijack your session – these might be personal or institutional issues – over which you have no control. In the latter case, you would need to acknowledge these, but explain clearly that the scope of your session means these issues cannot be addressed.

  • • Using fear cards at the start of a session requires confidence to deal with the unexpected and the ability to adapt to the respondents’ fears – there is no point in using the activity if the information is not used. If you do not feel up to this, then collect in the cards (or gather your information) prior to the session. This allows you time to prepare and adapt your session.

  • 60 - Case studies

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 162-164

  • Summary

    Case studies are both a useful teaching tool and an assessment method. They place knowledge in context and this can be particularly effective when dealing with vocational learners or staff development.

    Creating case studies can be time-consuming but they will repay the effort if done well. Think of scenarios that will resonate with learners and tell a story. For a case study to work properly it will need to include options – paths that the reader could take to reach an appropriate goal. You will need to end with questions like: ‘What should x do?’ or: ‘What would happen if…?’ This should spark discussion in class or online and/or provide an opportunity for a piece of assessed work.

    Examples that could be worked up into case studies might include:

  • • Strategies for finding information for particular purposes – anything from a dissertation to getting legal advice.

  • • A discussion of what information literacy actually means – useful to get learners to understand their own skills and, more usefully, their skills gaps.

  • • The effective teaching of information skills to others – teaching others, or in this case planning the teaching of others, is a really effective way of learning.

    • ✓ BEST FOR

  • • staff development

  • • vocational students

  • • students who use case studies in other contexts (such as business).

    • + MORE

  • • One alternative strategy would be to ask your learners to construct a case study from a number of facts. This could illustrate how information is used in the workplace or demonstrate the consequences of an action. This could involve the whole class rather than just individuals or small groups and could be managed via a wiki or similar online tool (such as Google Docs, https://docs.google.com).

  • • Use the Critical Incident Technique (CIT). CIT uses real-life experience as the basis for learning. More specifically, it involves looking at a significant (or ‘critical’) experience and exploring this in more detail to identify lessons to be learned. CIT is often used in a strategic context to identify ‘critical’ incidents, but when used in a teaching context it can provide an effective starting point for the discussion of a case study. You can ask your learners to think of an example of a critical incident, or provide an example of your own.

Page 222 of 302