UNIT 1 - Introduction to Information Literacy.pptx

Information Literacy Kerry-Ann Kerr September 17, 2024  Unit 1 – Introduction to Information Literacy Definition of Information Information: Knowledge communicated or received concerning a particular fact of circumstance Knowledge gained through study, com...

Information Literacy Kerry-Ann Kerr September 17, 2024  Unit 1 – Introduction to Information Literacy Definition of Information Information: Knowledge communicated or received concerning a particular fact of circumstance Knowledge gained through study, communication, research or instruction Data that has been organized, structured, and communicated Information is defined as, “Facts about a situation, person, event” (Cambridge Dictionary, 2014).  Definition of Information Literacy Information Literacy: According to the Association of College & Research Libraries (2009), Information literacy “is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” Information Literacy is “the adoption of appropriate information behaviour to identify, through whatever channel or medium, information well fitted to information needs, leading to wise and ethical use of information in society” (Webber & Johnston, 2003).  Characteristics of Information GOOD INFORMATION POOR INFORMATION Relevant Irrelevant Timely Swamping Accurate & Complete Unclear Concise Incomplete Reduces Uncertainty  Uses of Information Gain Knowledge Solve Problems Answer Questions Innovation Record Keeping What is this student feeling?  Information Anxiety/Overload The helpless feeling that comes with the realization that there is more information than any one person can ever hope to process  Information-Related Tasks are Effectively Communicated by Information Literate Individuals 1. DEFINE: Define and articulate the need for information 2. FIND: Locate, access and retrieve required information from a variety of print, electronic and human information sources. 3. EVALUATE: Assess the credibility, currency, reliability, validity and appropriateness of the information retrieved. 4. ORGANIZE: Compile the information so it can be used to meet the information need, solve the problem, or answer the question. 5. COMMUNICATE: Information must be legally and ethically transferred to a range of audience using a variety of channels.  INFORMATION LITERACY SKILLS SKILLS EXPLANATION 1. Critical Thinking Use of multiple perspectives, drawing conclusions from facts, evaluate 2. Creative Thinking Actively exploring possibilities 3. Problem Solving Finding a solution to a problem 4. Higher Order Thinking Based on Bloom’s Taxonomy – Knowledge, Comprehension, Application , Analysis, Synthesis, Evaluation 5. Effective Communicate well to different audiences in a variety of situations Communication 6. Organization Grouping information, notetaking of main points, logging steps and resources for later reference 7. Computer Literacy Understanding of how computer works, knowing information terms: hardware, software, internet, storage (RAM, ROM) 8. Library Literacy Various information resources used in a library, how to locate resources, knowledge of correct referencing eg. APA, MLA, Chicago, Turabian 9. Media Literacy Media options: print, audio, visual, graphic, web-based (advantages, disadvantages, challenges, purpose 10. Technology Literacy Using a variety of technology to FIND, ACCESS, ORGANIZE, USE & COMMUNICATE INFORMATION  STEPS – INFORMATION RESEARCH PROCESS Identif Search Use y Presen Evalua t te Big Six Model Kuhlthau Model INFORMATION SOURCES  INFORMATION SOURCES PRIMARY SECONDARY TERTIARY Closet to actual event Extracted from primary sources Sources which index, abstract, organize, compile, or digest other sources. Information has not been edited Authors examine, interpret or reflect Some reference materials and on primary source to reuse textbooks are considered tertiary information sources when their chief purpose is to list, summarize or simply repackage ideas or other information. Original thinking & observation More readily available than primary Usually not credited to a particular sources author. Dissertations, scholarly journal Textbooks, edited works, books and Dictionaries/encyclopedias (may also articles (research based), some articles that interpret or review be secondary), almanacs, fact government reports, symposia and research works, histories, books, Wikipedia, bibliographies conference proceedings, original biographies, literary criticism and (may also be secondary), directories, artwork, poems, photographs, interpretation, reviews of law and guidebooks, manuals, handbooks, speeches, letters, memos, personal legislation, political analyses and and textbooks (may be secondary), narratives, diaries, interviews, commentaries. indexing and abstracting sources. autobiographies, and correspondence. https://crk.umn.edu/library/primary-secondary-and-tertiary-sources  ORGANIZATION OF INFORMATION Dewey Decimal Classification Scheme Library of Congress Classification Scheme  Dewey Decimal Classification Scheme The Dewey Decimal System is also called Dewey Decimal Classification, Dewey, and DDC. Dewey Decimal Classification was created in 1876 by Melvil Dewey. Before the DDC was invented, libraries had items on the shelf in the order they were acquired, which could make it difficult to fine what you were looking for. Dewey Decimal Classification provides a structure for labeling items so that they will sit with items of the same or similar topics on the shelf. Dewey has 10 broad classifications: 000 - 099 = General Works, Computer Science & Information 100 - 199 = Philosophy & Psychology 200 - 299 = Religion 300 - 399 = Social sciences 400 - 499 = Language 500 - 599 = Science 600 - 699 = Technology 700 - 799 = Arts & recreation 800 - 899 = Literature 900 - 999 = History & Geography https://esu.libguides.com/dew  Understanding the DDC Each of these classifications serves as an umbrella, with many subtopics in each area. The longer the Dewey number, the more specific the subject is. For instance, works on comprehensive general science would be in 500, but if you wanted to look for Biology you would look in 570. Or if you were interested in all kinds of sports, indoor and outdoor, you would look in 790, but if you were interested in ball games you'd look in 796.3. and if you were interested in golf you'd look in 796.352. And then there are more specific numbers that build out from the golf number if you want to get very specific. By "build out", it means that you start with a basic number and add to it (build) to develop it's specificity. Here you can see we went from general sports, to ball sports, to golf - and with each subject, the number grew. Dewey numbers start in large general areas, and as the number gets longer, the more specific the subject gets. The more numbers there are after a decimal in a call number, means that the number is highly specific. So the call number 813 is for general works of American fiction, 813.6 is American works of fiction published after 2000, and 816.609 is for historigraphical or critiques of American fiction published in 2000 or later. So, when looking for a book, we recommend you also browse the shelves around that call number because you're likely to find many materials that will also interest you and be on topic.  LIBRARY OF CONGRESS CLASSIFICATION SCHEME The Library of Congress Classification (LCC) is a classification system that was first developed in the late nineteenth and early twentieth centuries to organize and arrange the book collections of the Library of Congress. The system divides all knowledge into twenty-one basic classes, each identified by a single letter of the alphabet. Most of these alphabetical classes are further divided into more specific subclasses, identified by two-letter, or occasionally three-letter, combinations. For example, class N, Art, has subclasses NA, Architecture; NB, Sculpture, ND, Painting; as well as several other subclasses. Each subclass includes a loosely hierarchical arrangement of the topics pertinent to the subclass, going from the general to the more specific. Individual topics are often broken down by specific places, time periods, or bibliographic forms (such as periodicals, biographies, etc.). Each topic (often referred https://www.loc.gov/catdir/cpso/lcc.html#:~:text=The%20system%20divides%20all%20knowledge,oc to as a caption) is assigned a single number or a span of numbers. casionally%20three%2Dletter%2C%20combinations Library of Congress Classification Scheme https://www.usg.edu/galileo/skills/unit03/libraries03_ RECAP