Lesson Title Get acquainted with librarian and Information Seeking pre-
Course Psy 1730 Strategies for Academic Success
Lead Course instructor and librarian
Location/# of Psy 1730 classroom with 25-30 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
; 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.
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
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.
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]
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,
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]
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
Explanation of pre-assignment [5 minutes]
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
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
5. What questions can I answer about the assignment?
What will you come prepared to do in the next
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
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
? 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
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.).