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MINI-LECTURE/INTRODUCTION

By Robin Reyes,2014-12-16 08:52
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WHAT DO YOU DO WHEN YOU GO TO A PARTY AND YOU WANT TO MEET PEOPLE. YOU ENGAGE IN A CONVERSATION, ASK QUESTIONS, THE 5 W/;S: WHO, WHAT, WHERE,...

Lesson Title Get acquainted with librarian and Information Seeking pre-

    assignment

    Course Psy 1730 Strategies for Academic Success

    Lead Course instructor and librarian

    Location/# of Psy 1730 classroom with 25-30 students

    students

    Duration 20-25 minutes

    Learning Goal(s) ; Describe information literacy and its role in everyday life and

    the formal academic research process.

    ; Become acquainted with the librarian who will work with the

    class.

    ; Identify and improve confidence in information seeking

    behaviors and skills.

    ; Challenge unrealistic and inaccurate beliefs and attitudes about

    librarians, their roles, and the research process.

    ACRL Standard(s)

    Summary Instructor delivers a mini-lecture that describes research as a

    conversation, a process of questioning, the importance of

    information literacy, and how the class and research assignment

    will help students develop their skills. The librarian’s role is

    discussed as an integral part of this process. The librarian is

    introduced and conducts a get-acquainted activity with the

    students. A pre-assignment for Lesson 1 is then distributed and

    explained.

    Handout Psy 1730 Seeking Information Pre-assignment

    Suggested This is a precursor to the instructional lessons associated with the Sequencing Psy 1730 Information Literacy curriculum.

Lesson Overview

    Topic Time

    Mini-lecture about the research process 5-8 minutes

    Librarian introduction and get-acquainted 10 minutes

    Pre-assignment explanation by instructor 5 minutes

Mini-lecture/introduction to the research process [5-8 minutes]

    Est. Time

    Gain the “What is the first thought that comes into your mind when 1 minute learner’s you hear the word “research”?” I just engaged you in a attention research process and it was relatively painless.

    Activate prior What do you do when you go to a party and you want to 1-2 learning meet people. You engage in a conversation, ask minutes

    questions, the 5 W’s: who, what, where, why, when?

    How?) Humans are innately question-asking,

    information-seeking beings.

    State the Research is a process of asking questions. Asking learning goals questions is a sign of a “good” (e.g., critical) thinker. 3-5

    Because you innately and constantly ask questions, you all minutes

    have the basic skills needed to be a good researcher: But,

    students tend to lack confidence when they think of asking

    questions, engaging in conversation i.e., doing research

     in an academic environment.

    ; Today you will meet the USU librarian who will

    work with our class and receive a pre-assignment

    before our first class on the research process.

Librarian introduction and Get Acquainted [10 minutes]

    Est. Time

    Introduce self Librarian introduces herself and shares information about 5 minutes and conduct her job and personal interests to connect with the students. Anonymous Poll. Distribute index cards. On your card, write what

    immediately comes to your mind when you think of a

    librarian or what a librarian does.

    Collect the cards, read some to the class. and facilitate a 5 minutes

    discussion about the myths and realities of librarians and

    their roles.

Explanation of pre-assignment [5 minutes]

    Est. Time

    Distribute and 1. Distribute assignment tracking form (attached). 5 minutes explain pre-2. Students are expected to track their question-

    assignment asking, information-seeking events throughout the

    next day.

3. Instructor models this for students, using examples

    from his/her life. “Here’s some examples of

    questions and information-seeking I did in the past

    couple of hours: How many students used

    tutoring last month and which math class had the

    most sessions? Why have Math 1050 sessions

    increased even though number of students hasn’t?

    What shall I do about those Psy 1730 students

    who aren’t attending class regularly? Where can I

    get a better price on those shoes?etc.]

    4. Bring the completed form to the next class for

    discussions.

    5. What questions can I answer about the assignment?

    What will you come prepared to do in the next

    class?

    Credits Library Fellows Betty Dance, Pam Martin, Julie Pelletier,

    Carol Rosenthal, Sandra Weingart

    Psy 1730 Seeking Information Pre-assignment

    Name ___________________________________________________ Due by next class period

    Directions: You will record and reflect on your information-seeking activity for one day. Use the first page to keep track of your activity and then complete the second page to reflect on what you did. Bring both pages with you to class for group discussion.

    Time of Day Information You Were Questions You Asked Yourself in Method(s) You Used to Find the Successful?

    Looking For Your Head Information (Yes / No)

    Example: Weather What should I wear today? Looked outside Yes- found out it is going to rain; brought an umbrella Morning - - - - - - - - - - - - Is it going to rain? Weather.com - - - - - - - - - - - - - -

     Breakfast - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Yes- found out I was out of oatmeal so I ate cereal

     Is there any oatmeal left? Looked in cupboard instead

    Do I have time to eat before I need to Looked at watch & double checked Yes- found out I had 15 minutes till I had to leave

    catch the bus? bus schedule

Morning

Afternoon

Evening

    Psy 1730 Seeking Information Pre-assignment

Name __________________________________________ Due by next class period

    1. Number of times I went looking for or obtained information: ______________________

2. How I obtained information: (check all that apply)

     ? from/in person ? newspaper

     ? phone ? book (including text book)

     ? television ? magazine

     ? radio ? Internet

     ? IPod ? Palm Pilot or similar device

     ? Calculator

     ? Other: ___________________________________________________

    3. What types of information did you acquire or attempt to obtain: _____________________

     _________________________________________________________________________

     _________________________________________________________________________

    4. Did you find what you were looking for? Why/why not? ___________________________

     _________________________________________________________________________

     _________________________________________________________________________

5. What were your most successful methods for getting information?

6. What conclusions can you make about your everyday methods for obtaining and using

    information?

    7. Describe how you belive librarians and professors obtain information for academic

    purposes (e.g., for preparing class lectures, writing papers or articles, conducting

    experiments, helping students with projects, etc.).

     5

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