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See What We Teach

You may find it helpful to see examples of how information literacy concepts are being taught at EKU Libraries. Listed below are teaching examples aligned with the six-part Framework for Information Literacy.

Scholarship as Conversation

Scholarship as Conversation

  • Saving, citing, and e-mailing citations in various databases [most courses]
  • Evaluating sources and ways of approaching authority [gen ed, major]
  • Utilizing source networks/citation mining for discovering interconnections between sources [major, capstone/graduate]
  • Identifying major journals for various disciplines [major, capstone/graduate]
Information Creation as a Process

Information Creation as a Process

  • Understanding that the timeliness, accuracy, complexity, etc. of an information object are relative to the purpose and processes behind its creation [gen ed, major]
  • Identifying and differentiating different types of digital information objects [gen ed]
  • Recognizing the cultural, physical, or other context within which the information was created and understand the impact of context on interpreting the information [major, capstone/graduate]
Information Has Value

Information Has Value

  • Understanding the value and purpose of bibliographies and citation formats [major, capstone/graduate]
  • Using citation management tools (such as Mendeley, Zotero, EndNoteWeb) [major, capstone/graduate]
  • Evaluating the value and understanding the implications of open-source versus subscription resources [major, capstone/graduate]
  • Identifying research biases within studies [most courses]
Research as Inquiry

 

Research as Inquiry

  • Defining the information need and developing a manageable focus appropriate to criteria of assignment/discipline [most courses]
  • Brainstorming keywords and information gathering strategies [most courses]
  • Developing research questions [most courses] and/or articulating research questions within confines/context of discipline [major, capstone/graduate]
  • Conducting background research, selecting appropriate databases, and adjusting topic and approaches as needed after evaluating resources [most courses]
  • Identifying and using specialized disciplinary sources [major, capstone/graduate]
  • Identifying various sources of help (e.g. library and classroom faculty, library staff, peers, library guides, etc.) [most courses]
Authority

Authority Is Constructed and Contextual

  • Differentiating between scholarly, trade, and popular sources and evaluating and using them appropriately [gen ed]
  • Defining peer-reviewed [gen ed]
  • Adjusting topic after evaluating found resources as needed [gen ed]
  • Making use of review tools to evaluate information sources [major, capstone/graduate]
  • Identifying and using discipline-specific databases [major, capstone/graduate]
  • Understanding the information cycle and the nature of different information sources [gen ed, major]
  • Avoiding plagiarism [gen ed, major]
  • Using multiple source types for comprehensive evaluation [major, campstone/graduate]
Searching as Strategic Exploration

Searching as Strategic Exploration

  • Creating a research strategy (e.g. identify keywords, create a search statement, use appropriate information sources, etc.) [most courses]
  • Using controlled vocabulary (database thesauri) for searching [major, capstone/graduate]
  • Recognizing tools for acquiring resources outside of EKU collections (e.g. Library Express, reciprocal borrowing privileges) [most courses]
  • Interpreting and using citations to find additional literature [major, capstone/graduate]
  • Constructing advanced searches, including using advanced search features in subject-specific databases [major, capstone/graduate]
  • Identifying various sources of help in searching (e.g. library and classroom faculty, library staff, peers, library guides, etc.) [most courses]

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