Module 1: Information Literacy in the Digital Age

what are some types of primary sources?

Original data, research studies, and lab reports •Speeches, interviews •News film footage •Manuscripts, letters •Diaries, autobiographies, memoirs •Surveys •Official records •Poetry, drama, novels, music, art •Photographs, artwork, posters, pottery, furniture, clothing, buildings

Which resources are considered of the highest quality and should be used when conducting academic research?

Scholarly, and especially peer-reviewed

What is analysis?

Analysis is the process of examining pieces of information in parts and as a whole to determine the intended meaning of the information and what it represents. What are the arguments for and against? Why do you think that? What assumptions must we make to accept that conclusion?

What is computer literacy?

Computer literacy is the fluent use of technology over a range of platforms

what do creative thinkers do?

Creative thinkers "think outside the box," meaning that they are not limited by barriers or restrictions; they may even break established rules and procedures. For example, they may approach a problem in one area—such as healthcare—by drawing on information from another area—such as ethics. Although they employ evaluation, analysis, and other critical thinking skills, this openness to imaginative exploration tends to make creative thinkers innovators

what are some Electronic resources for research?

Electronic graphics and images •Electronic graphics are computer-generated visual depictions that are often used to enhance the understanding of information. •Electronic images are pictures that are stored in an electronic format, also often used to enrich or support text information. •Graphics and images share the same types of file formats (e.g., jpg, gif, png). •TIP! Citing visual sources is just as important as citing a journal article or book. Module 5 provides information on how to do this correctly. Videos •Services such as YouTube, Netflix, and Hulu have expansive collections, including for academic research. •Many libraries carry their own collection of educational videos from vendors like Films on Demand. •TIP! Videos can be a valuable resource because they often provide information (e.g., interviews, how-to guides) that are not in written form. Podcasts •Audio recording or broadcasting that can be downloaded, most often as an MP3 file, and listened to without a Wi-Fi connection. •Podcasts on almost any topic can be located by conducting a basic Internet search. •Derived from the words iPod and broadcast. •TIP! Many podcasts contain educational or informational content, which can make them valuable resources for research. Scholarly e-journals •Print journals that have been digitized or have launched in a digital form without a physical counterpart being produced. •Rarely found for free on the Internet. Libraries purchase subscriptions to journals, and access is provided to students and faculty through the library website. •Typically, the same content available in the print journal will be offered in the digital version. •TIP! Sometimes a particular e-journal delays the release of some or all of the digital content, including articles. This is called an embargo, and could be the reason the most recent information from an e-journal is not available in your library. Embargos can last anywhere from a month from the publication date of a journal up to a year or two. E-books •Digital versions of books that can be downloaded onto various electronic devices (e.g., basic e-readers, smart phones, iPads, tablets, laptops). •Approximately two million titles are online for purchase at affordable prices. •As with e-journals, libraries may provide free access to e-books. •TIP! As with e-journals, embargos may delay the library's access to some e-books for a certain period of time. •When it comes to research, you can use e-books in the same manner you use physical books. Blogs •A website where an individual can post information and receive comments from readers. •Used to share ideas, information, and opinions on topics important to the blogger. •Millions of blogs exist, and you can find them by using a search engine. •The term combines the words web and log. •TIP! Bloggers often use a more relaxed voice and vocabulary than scholarly article writers do, sometimes making difficult topics easier to comprehend. When you are conducting background research or trying to understand a complex concept, reading a blog on the topic might help. •When using blogs to conduct research, be careful, because the information is usually subjective and may not be suitable for an academic paper. Google Scholar •Google Scholar searches a wide variety of scholarly articles, in addition to legal documents, unpublished articles, abstracts, citations, books, and other types of resources. •Not everything you find on your results list will be available in free, full text. Many of the results will be only links to abstracts, with the option to pay for access to the article. •TIP! Try checking the databases at the Ashford University Library or your local public library to see if a copy of a full article exists that you can access for free. Wikis •A type of website that encourages collaboration among its users. Wikis have a set of permissions in place that control access to the content and who can create information. •The best-known wiki is Wikipedia, the free online encyclopedia. From experts in a field to members of the general public, anyone can offer knowledge and contribute to the creation of articles. •Wikis may be helpful for background research, but the quality of the content can be difficult to evaluate, and it can be unclear who is contributing to the information. •The word wiki is Hawaiian for "quick." •TIP! High-quality wiki pages cite primary sources, which you can typically access via an embedded link. •Although you may begin your research from a wiki, be sure to use and cite the primary source, not the wiki. Social media •Billions of people use social media for engaging with friends and loved ones (e.g., Facebook), for keeping up with local and world events (e.g., Twitter), for interacting with clients and customers (e.g., by professionals, businesses, and nonprofits), and for professional networking and idea sharing (e.g., LinkedIn, Academia.edu, Scribd). •TIP! As with blogs and wikis, make sure you check primary sources before using information you find on social media sites. For more information, see Module 3.

when was the classification if intellectual behavior developed? By who?

In 1956, educational psychologist Benjamin Bloom developed a classification of intellectual behavior and learning. Figure 1.3 illustrates the hierarchy of Bloom's taxonomy, beginning with a base level of knowledge (low-level thinking) and evolving toward evaluation (high-order thinking).

what is high order thinking?

reasonable, insightful thinking that uses questioning, investigating, observing, comparing, and connecting to make decisions.

what is format?

the way information is created, presented, and shared. Because information is generated for a range of purposes, it is available in a range of formats

What is information literacy often confused with?

computer literacy

what does The threshold concept information creation as a process acknowledge?

acknowledges that the purpose, message, and delivery of information are intentional acts of creation. Experts look at the process of creation and the final product to evaluate the usefulness of the information

Some, but not all, scholarly information is ________________.

peer-reviewed

At what stage of the research process, do you consider who will make up your audience, what information is most relevant to them, and what writing style would be most appropriate?

stage 1

What is information literacy?

the ability to identify a need for information and successfully locate, evaluate, and use that information ethically and legally for a determined purpose

Explain peer reviewed.

the information within these resources was evaluated, or vetted, by other scholars within the same field to ensure that it is accurate and suitable for publication

what are the steps in problem solving?

1.Understand the problem. Before a problem can be solved, it must be understood. To understand the problem, ask yourself questions such as Who? What? Where? When? Why? How? Using this step is like putting the pieces of a puzzle together. 2. Identify the cause of the problem. Once the symptoms of the problem have been identified, the root cause of the problem can then begin to be defined. This will prevent a reaction to superficial symptoms. 3.Brainstorm a list of solutions. Once the problem and its symptoms have been identified, take time to brainstorm a list of possible solutions. Be careful of jumping in head first to fix the problem. This approach does not allow you to consider all of your options. 4.Evaluate the solutions. Using a set of criteria, you need to evaluate each solution. Is the solution feasible? Is the solution acceptable to those who have to implement it? The plant director must now decide which of the three solutions will solve the problem 5.Apply the best solution. Once a solution is selected, there must be careful planning to ensure it is implemented effectively. 6.Evaluate and measure. The solution must be monitored and evaluated to confirm its success.

what are some types of Tertiary sources?

Almanacs •Dictionaries, encyclopedias •Atlases •Chronologies •Directories •Fact books •Guidebooks, manuals •Indexes, abstracts, bibliographies used to locate primary and secondary sources •Textbooks (also can be secondary)

what is creative thinking? What does it require?

Creative thinking is a way of engaging with information imaginatively and coming up with ideas. It requires that you keep an open mind as you explore a wider range of possibilities.

What are some additional benefits of information literacy?

Knowing when information is needed, locating it efficiently and effectively. •Critically evaluating whether the information you consume is reliable and accurate. •Using advanced search techniques to find the most relevant information. •Making informed opinions and judgments based on quality information. •Organizing and presenting information in an effective way. •Understanding the legal and ethical issues relating to using information. (ACRL, 2000)

What are the ACRL's six threshold concepts?

Research as inquiry, Scholarship as conversation, Information creation as a process, Searching as strategic exploration, Authority is constructed and contextual, and Information has value:

what is the threshold concept of scholarship as conversation?

concept emphasizes the role of scholars, which is to contribute to the goals and the debates within their field of study. The "conversation" occurs when information consumers, creators, and experts collaborate to determine meaning and explore new theories. For example, picture yourself at a party where quite a few conversations are occurring at the same time. As you choose to focus on one topic of conversation, you hear bits and pieces of conversations from people with differing opinions and arguments. You use the diverse arguments people make about the same topic to form your own opinion. This is essentially what the scholarly conversation is: different scholars and experts sharing their ideas and research results to their communities through published journal articles and books. Other scholars and experts read this information, interpret it, and build on it to create new conversations or advance existing ones.

what are some ways Students who are developing their abilities in the scholarship as conversation threshold concept?

identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge. •predict that a given scholarly work may not represent the only—or even the majority—perspective on an issue. •recognize that they are often entering into the midst of a scholarly conversation, not a finished conversation. •suspend judgment on the value of a particular piece of knowledge until the larger context for the scholarly conversation is better understood. •value user-generated content and critically evaluate contributions made by others. •see themselves as contributors to scholarship rather than only consumers of it (ACRL, 2015).

What does critical thinking require?

requires the use of a specific set of skills to determine the value of an information source: inference, analysis, evaluation, interpretation, explanation, and self-regulation

What does each of the ACRL's thresholds involve?

1. Research as inquiry: The research process is all about asking questions. Good research questions are dynamic and change according to the results of background research. As the understanding of a research topic increases, so should the quality of the research question. You will explore this concept in more depth later in the module, where you will learn how to develop a research question and conduct background research. You also will explore the different characteristics and formats of information that can be used to help answer your research question. 2.Scholarship as conversation: Experts within a field communicate to share information, debate their ideas, and gain understanding. They often contest each other's ideas and seek out the opinions of other scholars within their fields to test these ideas. This concept will be discussed further later in the module, where you will learn the difference between scholarly and popular information sources and where to locate them. It is explored further in Module 4. 3.Information creation as a process: Information is presented in different formats because of the purpose of its creation. Considering the creation process of information types will help you select appropriate sources. Later in the module you will learn more about this concept and be introduced to formats of print, multimedia, and digital resources. 4.Searching as strategic exploration: The one perfect source that answers all aspects of your research question most likely does not exist. Instead, you will need to gather bits and pieces of information from various sources. When researching, explore many different formats of information. Module 2 provides more information about this concept and introduces you to strategic searching in a digital library. 5.Authority is constructed and contextual: All information sources are not created equal. Reliable sources come from authors with experience and expertise, also known as an authority, in the subject area they are writing about. This concept is further discussed in Module 3, which covers what gives an author the authority or credibility to write on a particular topic. Module 3 also introduces a set of criteria that you can use to evaluate sources you find on the Internet. 6.Information has value: Information has value for the author, society, and the publisher. In many ways, it can be considered a commodity. Information can have a monetary value, an educational value, and also a transformation value. Module 5 explores this concept further, including an introduction to copyright and correctly crediting your sources.

Define threshold concept.

A threshold concept is a central or main idea within a specific subject that can transform your perception of that subject, as it becomes integrated into your way of thinking

Why Is Information Literacy Important?

As you continue to progress through life, the amount of information produced will continue to increase at an incredible rate. Much of this information will be published on the Internet without any verification or vetting process. The volume of this information contributes to our feelings of information overload and the need to make quick decisions about what sources of information to use. When you are information literate, you have the skills to recognize when information is needed and have the ability to efficiently locate this information. Once you've located the information, you are able to analyze, evaluate, and have confidence in your ability to use this information creatively, ethically, and effectively. Another benefit of developing information literacy is that it places you on the path toward becoming a lifelong learner. This is the deliberate act of choosing to learn new ideas and concepts throughout your life. Lifelong learners embrace the process and challenges associated with acquiring new knowledge. They have a growth mindset in that they seek out opportunities to learn new things and put forth the effort to do so Developing information literacy skills can also benefit you in the workplace. Reports from U.S. employers point to a growing interest in the development of information literacy, critical thinking, and lifelong learning in their employees (Weiner, 2011). Moreover, the development of information literacy skills within the workplace has the potential to produce "employees who are able to recognize and understand the central place that information, its creation, production, reproduction, circulation, and dissemination play in sustainable workplace performance" (Lloyd, 2011, p. 280). In 2009, the White House declared the month of October to be National Information Literacy Awareness Month. President Obama stated in that announcement

What can being information literate help you do?

Being information literate can help you research schools to find the one that's best for your child, find the right sources to determine whether a folk remedy is a valid treatment for illness, compare products critically to find the best value, and think creatively to solve problems.

What is Bloom's taxonomy?

Bloom's taxonomy uses a set of action verbs to represent the type of thinking that occurs at each level: knowledge, comprehension, application, analysis, synthesis, and evaluation. Information literate individuals will move throughout each of the levels depending on their need and purpose for information. You may find you tend to use higher levels of thinking in your academic and professional lives. Let's look at each of the levels by taking a closer look at Sherry's demographic project as an example. Notice that two levels in Bloom's taxonomy are the same as two aspects of critical thinking. 1.Knowledge is the recalling of previously learned information, and it generally lays a foundation for greater learning. This may involve remembering a variety of material, from drawing out facts to a complete theory. When Sherry's boss asked her to identify a potential new demographic group, she began by making a list of the groups they currently were not marketing to. She then increased her knowledge of each group by locating information on their potential interest in her company's products. 2.Comprehension is the ability to understand the meaning of information. This level goes one step beyond memorization. At this level, Sherry begins to summarize the data she has gathered on new demographics, looking to see if one stands out as a potential new customer. 3.Application is the ability of knowing when to apply learned skills in new situations. Sherry and her boss could have benefited from the construction of customer scenarios, where they could apply what they knew about their potential new demographic before conducting the focus groups. 4.Analysis is the ability to examine pieces of information in parts and as a whole to determine the intended meaning of the information and what it represents. Following the presentation of the two focus groups, Sherry and her boss compare and contrast each one, analyzing which would be most appropriate. 5.Synthesis is the ability to put together parts to form a new whole, such as compiling various pieces of information, ideas, or concepts together seamlessly. After all the data on the possible new demographic is in, Sherry compiles the demographic project data, including her recommendations into a report for the company. 6.Evaluation is the ability to use a set of criteria to judge the value, credibility, and legitimacy of information, such as a statement, research report, novel, or documentary work.

what are some Print resources for research?

Books •Fiction (e.g., novels, collections of poetry, childrens' stories). •Nonfiction (e.g., biographies, historical accounts, essays). •Familiar—almost everyone has been exposed to books from childhood. •Cover a wide variety of topics. •Easily accessible. •Because it takes several months to produce a book, it can become outdated quickly. Especially true for books in fields that change quickly (e.g., technology, health, science). Tips for using books for research Books are a good choice if . . . •They provide detailed analysis of a topic. •They provide a thorough background on a topic. •Their bibliographies can guide you to other reference sources. •They are academic; these types of nonfiction books can be considered a reliable source. Books are not a good choice if . . . •Your research topic has a very narrow focus. •Your topic is dependent on the most current and relevant information. Reference works •Encyclopedias •Dictionaries •Almanacs •Atlases •Give basic answers to specific questions (e.g., population of a city, birth date of a well-known person). •Considered tertiary sources of information. Are meant to be consulted when a specific piece of information is needed. •Can be especially helpful for providing background information to help you understand a topic. •Can often be found in digital form. Tips for using reference books for research For information about . . . Words or definitions Synonyms or antonyms General information or an overview Names and addresses Places and maps Facts and statistics Formulas, tables, how-to information A person's work Books and other sources Dates, outlines, historical timelines Choose . . . → → Dictionaries → → Thesauruses → → Encyclopedias → → Directories → → Atlases → → Almanacs → → Handbooks and manuals → → Reviews or criticisms → → Bibliographies or guides to literature → → Historical tables, chronologies, historical yearbooks Periodicals •Newspapers •Magazines •Journals •Collections of articles published on a regular schedule, such as daily, weekly, monthly, or quarterly. •Information expected to be current and up to date. •Can be published in print, but many also have a digital copy that comes with a print subscription or can be purchased on its own.

what are the differences between critical thinking and creative thinking?

Critical •Analyzes ideas •Tests a hypothesis •Thinks in terms of what's probable •Tends to think verbally, in terms of words •Thinks linearly, as in an outline •Relies on logic •Identifies •Describes •Categorizes and classifies •Makes judgments •Thinks in terms of the objective •Considers the right answer •Embraces standardized methods Creative •Generates ideas •Forms a hypothesis •Thinks in terms of what's possible •Tends to think visually, in terms of images •Makes associations, as in a concept map •Relies on intuition •Imagines •Speculates •Tolerates ambiguity •Suspends judgment •Thinks in terms of the subjective •Considers many possible answers •Rejects standardized methods

what is explanation?

Explanation is the process of restating and clarifying information so it can be understood by anyone you are sharing it with. What were the specific findings of the investigation? How did you come to that interpretation? How did you conduct that analysis? Why do you think this was the right answer?

What are the differences in Factual and Analytical Information?

Factual information is simply a statement of fact, containing no analysis or extra explanation: "My mother was born in Denver, Colorado." This statement is a fact, is undisputable, and requires no evaluation. Factual information also remains unchanging, meaning if it's true today, it will be true tomorrow, and 10 years from now. Factual information is closely related to objective information, in that objective information contains factual data. However, objective information aims to use those facts to explain both sides of an argument or issue. Examples of factual sources of information include statistics, encyclopedias, and almanacs. Analytical information examines and interprets factual data, often to form an opinion or draw a conclusion. It focuses on the why or how of the data. For instance, an analysis from the data of a hurricane or tornado would be considered analytical information. Because analytical information involves the use of opinions in the interpretation of data, it can be associated with subjective information. Analytical information can be found in sources such as books, articles, and some websites

How do critical thinkers use information?

Individuals who are information literate use critical thinking skills when taking in information by evaluating a source for accuracy and fairness. With the amount of information we are exposed to on a daily basis, we need strong reasoning skills to determine fact from fiction. This is where critical thinking comes in. Critical thinkers are skeptical and do not simply accept all the arguments and conclusions they encounter. Instead, they question these arguments and conclusions, wanting to see the evidence involved. Critical thinkers think actively and strategically about the information they encounter by using a set of skills. Let's take a closer look at each of these skills and see how Sherry, a marketing department employee, uses them during a project at work

what is inference?

Inference is the process of using facts to determine an accurate conclusion or hypothesis from the information available. Given what we know so far, what conclusions can we draw? What can be ruled out? What additional information do we need to resolve this question?

what is interpretation?

Interpretation is the process of understanding the information and then articulating the meaning of that information to others. What does this mean? How should we understand that? In this context, what was intended by saying that?

what are the Differences between objective and subjective information?

Objective •Can be observed with the senses (seen, heard, touched, smelled) •Factual •Can be counted, described, imitated •The same from multiple reporters •As close to truth as we can get •Can be helpful in decision making •Belief, suspicion •Opinion, judgment, assumption •Varies (e.g., from person to person, from day to day) •Able to take on a life of its own (like a rumor) •Untrue •Can be destructive in decision making Language •I saw . . . •We counted . . . •She observed . . . •This is what he did . . . •I said . . . •It sounded like this. •He stood in this place. •Her action looked like this. Subjective Belief, suspicion •Opinion, judgment, assumption •Varies (e.g., from person to person, from day to day) •Able to take on a life of its own (like a rumor) •Untrue •Can be destructive in decision making Language •He did not want to . . . •We do not like . . . •I thought . . . •We feel . . . •She thinks . . . •I need . . . •He was just trying to avoid . . . •They were just trying to control me.

What is the first step in the research process?

The first step in the research process is acknowledging a need for information and knowing the audience to whom you will be presenting the information. In your academic life, this need can come from a research assignment given to you by your instructor, like it did for Irwin. You may be assigned a research topic, expected to select a topic from a given list, or be allowed to pick your own topic. At your workplace, the need for information may come from a presentation you are required to make or research your boss woud like you to conduct on a competing company.

what are Primary, Secondary, and Tertiary Information Sources?

Primary sources of information are generally firsthand or original accounts of an event. These sources offer an inside view to an event, are unedited, and unevaluated. The types of materials that can be classified as primary sources are directly dependent on the field or subject being studied. For example, in the field of history, primary sources tend to be actual objects in the form of diaries, poems, letters, oral accounts, photographs, and artwork. Outside this field, observations, and research studies would be considered primary source materials. Secondary sources, on the other hand, interpret and analyze a primary source by attempting to explain or summarize it. Because of this, they can sometimes be used to locate primary source material. One way to do this is to check the bibliography or reference list of the secondary source. Since secondary sources are more widely accessible than primary sources, it's important that you closely evaluate both the content of the resource and the creator of the resource. Tertiary sources provide general overviews, summaries, or data and statistics related to a topic. Reference works such as encyclopedias and databases are examples. They are great for background information but should rarely be considered sources for an academic paper, as they do not contain any original research or advance the scholarly conversation. Table 1.2 identifies different types of primary, secondary, and tertiary sources.

what is scholarly information?

Scholarly information most often comes in the form of academic journal articles and books. These types of resources are written by scholars in a field of study and usually report on their original research, experiments, theories, or studies to the scholarly community. Since the authors of this type of information are considered experts in their field, their credentials will usually be published within the article or book. The language the authors use when writing these resources is formal, technical, and specific to their field. It might even include jargon that a person outside that field might not understand. Scholarly articles and books usually include an abstract, which is a brief summary of what the article discusses, a bibliography with a list of resources, and sometimes charts or graphs to illustrate their research

what is self regulation?

Self-regulation is the process of being aware of your own thinking skills and the process you are using to find information. How good was your methodology and evidence? Is there a way to reconcile conflicting conclusions? What are you missing?

explain subjective information.

Subjective information is someone's belief, opinion, or judgment on a particular topic. It can be based on facts; however, it's expressed as someone's interpretation of those facts. Subjective information is not supported by evidence. For example, consider the editorial section of a newspaper. Editorials are opinion pieces written to present the editorial staff's opinion on a particular topic or issue. Editorials may contain some facts, but these facts are carefully chosen and presented in language meant to persuade the reader. Subjective information can also be found in personal essays and autobiographies. Subjective information is not necessarily reliable and should not be used in academic research

what are some types of secondary sources?

Textbooks •Journal, magazine, or newspaper articles that do not present original research findings •Histories •Criticisms •Commentaries •Pamphlets, technical reports, conference proceedings, dissertations, theses

explain objective information.

objective information is based on evidence that can be observed, measured and verified by others. It is unbiased and carries no judgment. Journalists are supposed to write objective articles that do not lean toward a certain side of an issue; however, such articles often are influenced by the journalist's values. Scientific research studies are also considered objective, although they can still contain errors, inconsistencies, and misinterpretation. Objective information should never be presented in conjunction with a feeling or a stance on an issue. This does not happen often, which is why it can be difficult to pull objective statements from information sources. Objective information can also be found in encyclopedias, almanacs, and other reference materials. Table 1.3 shows the differences between objective and subjective information

How many threshold concepts meant to guide students in the process of becoming lifelong learners through the acquisition of information literacy skills are identified?

six

what are popular information sources?

sources are considered nonscholarly. They are generally found in newspapers and magazines, and they cover topics of wide-ranging interests, usually intended to inform or entertain the public. Journalists—who might or might not have expertise in the field—author the information, using vocabulary that is familiar to the general public. The articles usually have photographs, illustrations, or advertisements in them. Before publication, an editorial staff reviews articles under consideration for style and content. Popular articles are usually quite brief and typically don't include a bibliography or a reference list. However, some magazines do provide considerably researched articles and contain a reference list, and some Internet news sources embed links to the scholarly studies they discuss. Overall, popular resources are generally considered reliable, and depending on your topic can be beneficial to your research. Examples of popular information include daily print and online newspapers such as the Los Angeles Times, weekly news magazines such as Time magazine, and scientific magazines such as National Geographic.

What is the ACRL? What is it a division of?

the Association of College and Research Libraries (ACRL), a division of the American Library Association (ALA),

what is problem solving?

the process of effectively working through an issue or question to find a solution. Individuals who are information literate are able to successfully apply information to solve problems

Students who are developing their abilities in the information creation as a process threshold concept...

understand that format and method of access are separate things. •recognize that different creation processes result in the presence of distinct attributes. •articulate the purposes of various formats, as well as their distinguishing characteristics. •identify which formats best meet particular information needs (ACRL, 2015).

What do you need to do in order to become information literate?

you need to develop a certain set of skills, including critical thinking, creative thinking, problem solving, and higher-order thinking. Once you've developed these skills, you'll be able to apply them to many other areas of your life