College Research Literacy Summer 2019--Demonstration

Please watch the video below before answering the quiz questions.  It gives an introduction to this week's framework: Information Creation as a Process.

Adapted from: Burkhardt, J. (2016). Teaching information literacy reframed: 50+ framework-based exercises for creating information-literate learners. Chicago: Neal-Schuman.

Please watch the video below.  It gives an introduction to this week's framework: Information Creation as a Process.

Please read the chapter "Identify" and complete the reading quiz and exercises below.

There are exercises at the end of this weeks chapter in "Evaluating Resources in Practice" (pp. 10-14). Please read thru the information in the chapter and answer the quiz questions. After the quiz, download and complete both of the worksheets and answer the questions about the exercises.

If you prefer to view this quiz in a full-screen mode use this link: http://newmanu.libwizard.com/identifyquiz

Download and complete both of the worksheets below. They are for "Identifying What You Don't Know" and "Taking Stock of What You Already Know."  After completing the worksheets, answer the questions below.

This would be a great opportunity to begin developing your research question and search terms that you will for the final assignment in this class.  

Please work through the tutorial below and then answer the quiz questions.

Watch the video below.  After watching the video, compose a tweet that sums up the contents of the video. Remember you are limited to 140 characters. As you compose your tweet, include the answers to the following questions:

• Who created the video?
• What is the video about?
• Why was it created?
• Who is the audience?
• How long is it?
• Is there anything special we should look out for?
• What was your reacton?

After composing your tweet, answer the questions listed below the video.

Learning outcomes:

• Students will be able to summarize information
• Students will understand how much information can be transmitted in a tweet

Burkhardt, J. (2016). Short communications. In Teaching information literacy reframed: 50+ framework-based exercises for creating information-literate learners (p. 83). Chicago: Neal-Schuman.

Wall Street Journal. (2018). Three Senators key to the Kavanaugh confirmation following accusations. Retrieved from https://www.youtube.com/watch?v=psny1wG70rc
 

Please complete the activity below.

If you would like to view in full screen (recommended): http://newmanu.libwizard.com/long

Please complete the activity below.

If you would like to view in full screen (recommended): http://newmanu.libwizard.com/nonverbal

You will need to login to our Blackboard class to participate in our class discussion.  Please answer the question posted and interact with other students' or instructors' posts to receive credit.

This week's discussion question:

Describe how people create different types of information and how to select the best format to communicate the information to other people?

Information is created in a variety of ways. The message that is being communicated most often determines the type of format that is used to share the message or communicate the information.

Short formats and long formats have different characteristics and purposes and both types can be equally effective in communicating information.

Hopefully with the videos, tutorials, exercises and activities you've gained an appreciation for and an understanding of these differences.

The Post-Test below is the final activity for week 5: Information Creation as a Process.

Linked below is a sample annotated bibliography that you can use as a guide to complete this assignment along with the instructions you'll need.