J C says she's trying this. http://www.comminfolit.org/index.php/cil/article/view/Spring2008AR2
I should look into it.
Friday, January 16, 2009
Tuesday, January 13, 2009
Popular Relativism
http://www.newcriterion.com/articles.cfm/Guarding-the-boundaries-3979
This link is to an article that proposes some reasons why moral relativism has proliferated. It might help me to extend what I'm trying to learn about Booth's "good reasons." Especially there's the problem of what happens when the average person believes that something should need to be proven before it can stand. Really we should just be trying to discern "good reasons," instead.
This link is to an article that proposes some reasons why moral relativism has proliferated. It might help me to extend what I'm trying to learn about Booth's "good reasons." Especially there's the problem of what happens when the average person believes that something should need to be proven before it can stand. Really we should just be trying to discern "good reasons," instead.
Knowledge is...
what we are justified in believing.
That's Rorty's summary of Dewey's philosophy and it answers a lot of questions for me.
That's Rorty's summary of Dewey's philosophy and it answers a lot of questions for me.
Saturday, January 3, 2009
Readings for LIB 2
Editors. (2003). Peer review. Library & Information Science Research, 25. 359-361. I don't remember if I already used this, but it's a good description of the process.
Harrison, D. (2008). Scholarly voice and professional identity in the Internet age. Thought & Action, 24. 23-33. It's a good description of the uses of blogs and reflects on the difference between writing for popular and scholarly audiences.
Lewis, H. (2009). Not your father's censorship. Chronicle of Higher Education. An article on the potential for quasi-monopolies like google/youtube to censor.
http://www.chillingeffects.org/
article I saved about newspaper retractions of retracted medical journal articles
http://www.isetl.org/ijtlhe/pdf/IJTLHE141.pdf about using the critical incident questionaire in an online class to assess group development
Harrison, D. (2008). Scholarly voice and professional identity in the Internet age. Thought & Action, 24. 23-33. It's a good description of the uses of blogs and reflects on the difference between writing for popular and scholarly audiences.
Lewis, H. (2009). Not your father's censorship. Chronicle of Higher Education. An article on the potential for quasi-monopolies like google/youtube to censor.
http://www.chillingeffects.org/
article I saved about newspaper retractions of retracted medical journal articles
http://www.isetl.org/ijtlhe/pdf/IJTLHE141.pdf about using the critical incident questionaire in an online class to assess group development
Friday, January 2, 2009
Flex Week 2009
Introduction
a. IC Resource for BSI
b. Assignment Consultations, Scaffolding
Defining Information Competency
identifying deficiencies
students as information users
a. Academic Literacy (+ lifelong IC), IC and CTE, distinct from Computer Literacy
b. Information Need, Evaluating Sources, Avoiding Plagiarism
c. ACRL Standards and Discipline Specific Standards, Connection with Writing
Information Competency as a core requirement
a. Matriculation
b. GE Requirement
BSI Grant Funded Pilot
a. Basic Plan
b. Sample questions
When we talk about students plagiarising or using inappropriate sources we're talking about deficiencies in their Information Competency, but it's the same basic problem when we talk about students wanting easy answers, not taking responsibility for directing their own learning, not making an argument in their papers and supporting it with evidence, or clinging to comfortable beliefs instead of thinking critically.
Distinguish between Information Competency and Computer Literacy: Powerpoint can be a powerful tool for communicating information. Computer literacy involves the ability to create a powerpoint presentation and a highly skilled user will even be able to make it animated or more navigable than the average powerpoint. Information Competency involves the ability to consider how the format of powerpoint influences the type of information that can be easily communicated. It also involves considerations about what information to include in the presentation in order to convince your audience of your position. And niether of these skill sets will help a student who does not have natural ability to make good aesthetic decisions like selecting a pleasing color pallette and attractive font.
Further Reading
ASCCC Academic Literacy Statement
the table from "Collaborative Dialogue: Repositioning the Academic Library" by Campbell, N. F. and Wesley, T. L. in portal: Libraries and the Academy 6.1, 2006.
Ward, D. (2006) Revisioning Information Literacy for lifelong meaning. The Journal of Academic Librarianship, 32(4). 396-402.
Blummer, B. (2007) Utilizing WebQuests for Information Literacy instruction in distance education. College & Undergraduate Libraries, 14(3). 45-62.
Shapiro, J.J. and Hughes, S.K. (1996) Information Literacy as a liberal art. Educom Review, 31(2). 31-35.
McMillen, P.S. and Hill, E. (2004) Why teach 'research as a conversation' in freshman composition courses? A metaphor to help librarians and composition instructors develop a shared model. Research Strategies, 20. 3-22.
http://www2.morainevalley.edu/default.asp?SiteId=10&PageId=236
Swanson, T. (2006) Information Literacy, personal epistemology, and knowledge construction: Potential and possibilities. College & Undergraduate Libraries, 13(3). 93-112.
Klingberg, S. (2006) Information competencies checklist: a resource for inter-segmental collaboration. Reference Services Review, 34(4). 486-490.
Wright, C.A. (2000) Information literacy within the general education program: Implications for Distance Education. The Journal of General Education, 49(1). 23-33.
Henri, J. and Dillon, K. (1992) Learning to learn: Reflections upon enquiry, information literacy and critical thinking. The Australian Library Journal. 103-117.
Norgaard, R. (2003) Writing information literacy: Contributions to a concept. Reference & User Services Quarterly, 43(2). 124-130.
---. (2004) Writing information literacy in the classroom: Pedagogical enactments and implications. Reference & User Services Quarterly, 43(3). 220-226.
Yancey, K.B. (2001) WPA outcomes statement for first-year composition. College English, 63(3). 321-325.
Elmborg, J. (2006) Critical information literacy: Implications for instructional practice. The Journal of Academic Librarianship, 32(2). 192-199.
Holliday, W. and Li, Q. (2004) Understanding the millennials: Updating our knowledge about students. Reference Services Review, 32(4). 356-366.
a. IC Resource for BSI
b. Assignment Consultations, Scaffolding
Defining Information Competency
identifying deficiencies
students as information users
a. Academic Literacy (+ lifelong IC), IC and CTE, distinct from Computer Literacy
b. Information Need, Evaluating Sources, Avoiding Plagiarism
c. ACRL Standards and Discipline Specific Standards, Connection with Writing
Information Competency as a core requirement
a. Matriculation
b. GE Requirement
BSI Grant Funded Pilot
a. Basic Plan
b. Sample questions
When we talk about students plagiarising or using inappropriate sources we're talking about deficiencies in their Information Competency, but it's the same basic problem when we talk about students wanting easy answers, not taking responsibility for directing their own learning, not making an argument in their papers and supporting it with evidence, or clinging to comfortable beliefs instead of thinking critically.
Distinguish between Information Competency and Computer Literacy: Powerpoint can be a powerful tool for communicating information. Computer literacy involves the ability to create a powerpoint presentation and a highly skilled user will even be able to make it animated or more navigable than the average powerpoint. Information Competency involves the ability to consider how the format of powerpoint influences the type of information that can be easily communicated. It also involves considerations about what information to include in the presentation in order to convince your audience of your position. And niether of these skill sets will help a student who does not have natural ability to make good aesthetic decisions like selecting a pleasing color pallette and attractive font.
Further Reading
ASCCC Academic Literacy Statement
the table from "Collaborative Dialogue: Repositioning the Academic Library" by Campbell, N. F. and Wesley, T. L. in portal: Libraries and the Academy 6.1, 2006.
Ward, D. (2006) Revisioning Information Literacy for lifelong meaning. The Journal of Academic Librarianship, 32(4). 396-402.
Blummer, B. (2007) Utilizing WebQuests for Information Literacy instruction in distance education. College & Undergraduate Libraries, 14(3). 45-62.
Shapiro, J.J. and Hughes, S.K. (1996) Information Literacy as a liberal art. Educom Review, 31(2). 31-35.
McMillen, P.S. and Hill, E. (2004) Why teach 'research as a conversation' in freshman composition courses? A metaphor to help librarians and composition instructors develop a shared model. Research Strategies, 20. 3-22.
http://www2.morainevalley.edu/default.asp?SiteId=10&PageId=236
Swanson, T. (2006) Information Literacy, personal epistemology, and knowledge construction: Potential and possibilities. College & Undergraduate Libraries, 13(3). 93-112.
Klingberg, S. (2006) Information competencies checklist: a resource for inter-segmental collaboration. Reference Services Review, 34(4). 486-490.
Wright, C.A. (2000) Information literacy within the general education program: Implications for Distance Education. The Journal of General Education, 49(1). 23-33.
Henri, J. and Dillon, K. (1992) Learning to learn: Reflections upon enquiry, information literacy and critical thinking. The Australian Library Journal. 103-117.
Norgaard, R. (2003) Writing information literacy: Contributions to a concept. Reference & User Services Quarterly, 43(2). 124-130.
---. (2004) Writing information literacy in the classroom: Pedagogical enactments and implications. Reference & User Services Quarterly, 43(3). 220-226.
Yancey, K.B. (2001) WPA outcomes statement for first-year composition. College English, 63(3). 321-325.
Elmborg, J. (2006) Critical information literacy: Implications for instructional practice. The Journal of Academic Librarianship, 32(2). 192-199.
Holliday, W. and Li, Q. (2004) Understanding the millennials: Updating our knowledge about students. Reference Services Review, 32(4). 356-366.
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