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Database and Search Engines for Lifelong Learning ATLA Annual Conference June 22, 2006 4 Contexts for the Content of Information Literacy Instruction 1. Library Orientation Class 2. Single Class in a Course 3. Multiple Classes in a Course 4. Library Workshop

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Database and search engines for lifelong learning l.jpg

Database and Search Engines for Lifelong Learning

ATLA Annual Conference

June 22, 2006


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4 Contexts for the Content of Information Literacy Instruction

1. Library Orientation Class

2. Single Class in a Course

3. Multiple Classes in a Course

4. Library Workshop



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A Candler student made this comment in our 2005 survey: Instruction

“The problem with the opening orientation is not that it's bad in any way... just that it's a lot of info when people are brand new. And many people need to physically practice the process of something to learn it, so watching someone click their way through databases (when i don't even know if/when/why I'll be using databases) is tough.”


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3 Instructional Goals for Orientation to Online Databases Instruction

To communicate the importance and challenge of finding scholarly information

To introduce the library website and its resources as lifelong partners in critical inquiry

To illustrate the questions and problems students will address with library databases



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Basic skills are reviewed and lifelong applications previewed

  • How and why to perform a keyword search with a Boolean Operator and truncation symbol.

  • How sort to find recent books for lifelong learning

  • How to open a detailed record

  • How to read call number, location, and library

  • How to perform a keyword search with

  • a Boolean Operator/truncation

  • How to open and read a detailed record

  • How to link to full-text or library catalog

  • How to find “ATLAS for Alumni” for

  • lifelong learning


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A prospectus of basic information skills is introduced previewed

In OT 502, you will use Euclid to find appropriate books and articles on specific biblical subject and passage.

In NT 502, you will use ATLA RDB to find appropriate articles on specific biblical subject and passage.

In CT 501, you will use Euclid and Web Directories to find primary texts from Patristic and Medieval Christianity

In CT 502, you will use Databases @ Emory and Web Search Engines to find articles on Modern and Contemporary Christianity



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Comment made by a 2nd year MDiv student during a 2005 student panel:

“ I had exposure to Pitts resources during Orientation and then it was erased from my memory. In my NT class, the librarian displayed resources for exegesis and showed an invaluable website, showing different tools for doing exegesis. I’ve returned to the website. There was a synergy between coursework and the library that was particularly helpful because it was offered at the most relevant time in the semester. It’s one thing to be able to anticipate your needs for library resources, and it’s another to have it thrust upon you at a timely moment. The presentations in the classroom should also occur in the theology classes, not just biblical studies.”



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Provide learner-centered examples relevant to lifelong learning

Search for 1st Timothy 2

Library Catalog: 33 hits

ATLA RDB: 118 hits


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Google: 225,000 hits learning

Google Scholar: 296 hits

Humbul Hub (aka “Intute”): 33 hits


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Offer Online Course Resource Pages for broader, secondary support

http://www.pitts.emory.edu/ResearchAssist/Courses.html





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Paper Trail Components and Paper are 50% of Final Grade Project”

Introductory Research:

Encyclopedia Article, Concept Map, Research Topic (3pts)

Research Journal:

Personal reflection and commentary on the research process (5pts)

Annotated Bibliographies:

A total of three annotated bibliographies (book, article, website) (15pts)

Thesis and Paper Outline (2 pts)

Paper Trail Project 25% of Final Grade

Final Research Paper 25% of Final Grade


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An early step is finding subject encyclopedias Project”

Original Source: Joanna M. Burkhardt, et. al. Teaching Information Literacy.  Chicago: American Library Association, 2003, 22.








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Library Workshop on Google Scholar teaches configuration, interpretation, and application of search-engine


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Workshop on “Continuing Education After Graduation” interpretation, and application of search-engine


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ATLAS for Alumni interpretation, and application of search-engine



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The Information Environment of our Academic Institutions Tools

Vs.

The Information Environments of our Alumni/ae

Two Broader Contexts:


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Summary Tools

1. The content of Information Literacy instruction is most effective when purposefully tailored to its classroom contexts.

2. Regardless of context, IL instruction should be:

i. critical (stating its rationale and social context)

ii. learner-centered (relational and problem-based)

iii. adaptable (relevant for lifelong-learning)


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