RLS: 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
- 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.
- Students will:
- Define and narrow a topic.
- Understand how to use general reference resources such as Wikipedia to help develop a rudimentary understanding of a topic and as a springboard for in-depth research.
- Identify potential keywords and related terms to be used in searching.
- Understand the purpose and functionality of the library discovery system and databases in order to effectively perform searches using Boolean operators, keyword searching, and some advanced search techniques.
- Develop and carry out a search strategy based on their information needs.
- Evaluate information based on concepts of authority, accuracy, currency, purpose, and relevance.
- Understand how scholarly information may differ from popular information, while keeping in mind how technology and context can blur the line between the two.
- Understand that the research process is iterative, takes time, and may lead in unexpected directions.
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.
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.
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.
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.
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.