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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ATLA Annual Conference
June 22, 2006
1. Library Orientation Class
2. Single Class in a Course
3. Multiple Classes in a Course
4. Library Workshop
“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.”
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
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
“ 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.”
Search for 1st Timothy 2
Library Catalog: 33 hits
ATLA RDB: 118 hits
Google Scholar: 296 hits
Humbul Hub (aka “Intute”): 33 hits
Encyclopedia Article, Concept Map, Research Topic (3pts)
Personal reflection and commentary on the research process (5pts)
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
Original Source: Joanna M. Burkhardt, et. al. Teaching Information Literacy. Chicago: American Library Association, 2003, 22.
The Information Environments of our Alumni/aeTwo Broader Contexts:
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)