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Edmon Low Library

Research and Learning Services: Instruction and Training

Research and Learning Services Instruction Program

The aim of the RLS Instruction Program is to provide students with a well-rounded set of practices and dispositions that “[encompass] the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.”*Taken from the ACRL Framework for Information Literacy. The complete ACRL Framework for Information Literacy is available at: http://bit.ly/16bDlaU 

ACRL Framework for Information Literacy Threshold Concepts:

  • Authority is Constructed & Contextual
  • Information Creation as a Process
  • Information Has Value
  • Research as Inquiry
  • Scholarship as Conversation
  • Searching as Strategic Exploration

First Year Seminar support consists of two components (click the link above to view instructional content):

  1. A mobile-ready orientation scavenger hunt
  2. An introduction to information "life skills" which can be delivered via a face-to-face session or through the use of online tutorials and videos
  • Outcomes
    • Orientation Scavenger Hunt
      • Students will:
        • Identify what library services and resources are available and how to access/utilize them
        • Navigate the physical and virtual spaces of the library
        • Identify when and why they should use library or other academic resources versus performing a generic open web search
        • Identify librarians and subject guides that may be relevant to their interests and majors
        • Use the Discovery Search (BOSS), and a general database (e.g., Academic Search Premier) to locate and use books, articles, and other resources on a given topic
    • Information Life Skills
      • Students will:
        • Develop, perform, and narrow a Google search keeping in mind Google’s functionality and limitations
        • Utilize fact checking strategies in order to determine the authenticity and authority of information
        • Recognize the social and ethical implications of information use, access, creation, and dissemination and its effect on a variety of communities
        • Develop habits of inquiry that will serve them as life-long learners

Library instruction for Comp I is designed to support students working on the Evaluative Analysis Assignment. Classes are often tailored to meet objectives to this particular research assignment and the instructor's goals for the session. We can offer sessions that cover one or two of the following skill areas. Please indicate your preference in your instruction request.

  • Developing research questions
  • Finding popular sources/search skills
  • Understanding and evaluating authority
  • Evaluating/fact-checking information
  • Students will:
    • Identify keywords for a topic to use in the search for information.
    • Identify underlying structures and common features of databases.
    • Articulate a search strategy based on the context of the information need. 
    • Evaluate infographics for design, purpose, and trustworthiness of the information sources.
    • Recognize the transferability of search strategies between popular and academic databases.
    • Execute a successful database/discover service search for articles and books using appropriate search strategies.
    • Identify the role that a reference list/bibliography and citations play in the scholarly conversation and employ that knowledged to expand their search for information.  
    • Evaluate key criteria related to a scholarly article in order to determine value to their search.

Library instruction in the subject-specific and upper-division courses will facilitate students' engagement in creative and critical thinking about research and information resources. Classes are often tailored to meet objectives to a particular research assignment or graduate theses/dissertation topics, preferably through hands-on instruction and emphasizing the Library's resources. Overall, our aim is not only to educate for academic success but facilitate lifelong learning in one's professional and personal life.

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Workshops

Drop-in Workshops for Fall 2017:

DMP DIY: Most nationally-funded research proposals must now include a plan for the creation, accessibility, and storage of data. Learn what you need to include in a data management plan and how to use the resources OSU offers to your advantage.

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Research Impact Session 1: Impact factors and h-index tell only half the story, so emerging tools look toward new sources of information such as web mentions and Twitter feeds. The OSU libraries provide many tools to ensure that your research is discoverable and highlighted across various platforms.       

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Research Impact Session 2: Impact factors and h-index tell only half the story, so emerging tools look toward new sources of information such as web mentions and Twitter feeds. The OSU libraries provide many tools to ensure that your research is discoverable and highlighted across various platforms. 

REGISTER

Author Rights: Don't sign your rights away! As an author, you can control how your work is shared and cited by publishers and other interested colleagues. Learn how to make the most of your publication contract.

REGISTER