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Information Literacy E1

FIND YOUR PURPOSE A Grand Canyon University Media Publication

FIND YOUR PURPOSE

INFORMATION LITERACY

A Grand Canyon University Media Publication

Edition 1

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Executive Editor: Declan Joyce Consulting Editors: Mark Alexander, Michael Berger, Nicole Quow-Thomason Assistant Editor: Dawn Sizemore Copy Editor: Lindsay Harrel

Contributors

Senior Art Director: Miranda Hildebrand Instructional Designer: Ryan Hughes Art Development and Design / Photography: David Pinter

Art Direction

Grand Canyon University. All Rights Reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher.

Photography Credits and Illustrations: Grand Canyon University, Copyright © 2011, 2012, 2013

Copyright Information

Grand Canyon University 3300 W Camelback Rd Phoenix, AZ 85017 602.639.7500

Permissions Contact

Imprint

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Content Summary

Information Literacy - Getting Started 1 Library and Technology Literacy 2 Literacy Strategies 3 Prewriting Strategies Reloaded 4 Communication 5 Communicating Through Writing 6 Preparing for Success in College and Career 7

CHAPTERS

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Table of Contents

Information Literacy - Getting Started1

Library and Technology Literacy2 CHAPTER

CHAPTER

Introduction

Information Literacy Defined

New Knowledge Skills

Library Research

Brainstorming

Library Reference Resources

Concept Mapping

Documenting Your Research Strategies

Have You Located the Information You Need?

Types of Information

Information Explosion

Organizing Information

Introduction

The Research Process

1

1

2

3

4

5

5

5

6

6

7

7

9

9

Essay by: Nita Mailander

Essay by: Dana Shreve

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Literacy Strategies 3

Understanding the GCU Library

• Research & Resources

• Help

The Library Staff

Searching Within Databases

Citing Resources

Summary

11

11

11

12

13

15

20

21

21

23

23

26

28

29

29

30

30

31

32

34

CHAPTER

Introduction

Understanding the Importance of Critical Analysis

Evaluating Your Research and Putting It to Use

Organizing for the Rough Draft

Brainstorming for the Outline

Building an Example Paper

Example Introduction Paragraph

Creating Topics for the Body Paragraphs

Example Conclusion Paragraph

Blank Organizational Information Chart

Developing the Outline

Example Outline

Summary

Essay by: Julie Blair

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Prewriting Strategies Reloaded4 CHAPTER

Introduction

Organizational Strategies

• Alphabetical Organization (ABC)

• Hierarchical Organization

• Chronological Organization

• Categorical or Conceptual Organization

Reviewing the Thesis Statement

From Thesis Statement to Topic Sentences

Word Choice

• Using the Third Person

• Parallel Structure

• Transitions

• Beefing up Vocabulary

What Is an In-Text Citation?

Rubrics: A Roadmap to Success

Organizing Written Documents

Example of a Well-Written Expository Essay

Example of a Poorly Written Expository Essay

35

36

36

36

36

36

37

39

40

40

40

40

41

41

42

42

44

45

Essay by: Beverly Santelli

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Communication 5 CHAPTER

Introduction

Evolution of Communication

Methods of Communication

• Verbal and Nonverbal Communication

• Mismatched Communication

• Written Communication

Effective Communication

• Questioning Techniques

• Communication Techniques

Importance of Communication

Using E-mail

Tools to Assist with Written Communication

Summary

47

48

48

48

49

49

49

50

51

51

53

54

54

Essay by: Lori Eyre

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Communicating Through Writing 6 CHAPTER

Communicating Legally and Ethically

Intellectual Property

Plagiarism

Communicating Ethically

Information and Privacy Issues

Information and Security Issues

Using the First, Second, and Third Person

Rough Draft to Final Draft

Final Checklist: Rough to Final Draft

Application of Organized Information

Organizing Graphics

55

55

56

57

57

58

58

60

61

61

62

Essay by: Nicole Rhoades

Preparing for Success in College and Career7 CHAPTER

Introduction

The Importance of Education

Goal-Setting

Tools for College Success

63

64

66

69

Essay by: Dr. Kevin Thrasher

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Reading Strategies

• Before You Read

• While You Read

• After You Read

Other Reading Strategies

• SQ3R

• Predict-Read-Prove

• K-W-L

• Graphic Organizers

• Word Maps for Learning Vocabulary

Test-Taking Techniques

• Objective Examinations

• Essay Examinations

What to Do BEFORE the Test!

• Be Prepared

• Keep Up With Your Homework

• Spread the Learning Out

• Ask for Help

• Never Miss Classes

Reading Response Journal

70

71

71

72

72

72

72

72

73

73

73

73

75

76

76

76

76

76

76

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Nita Mailander

Dana Shreve

Julie Blair

Beverly Santelli

Lori Eyre

Nicole Rhoades

Dr. Kevin Thrasher

A

A

A

B

B

B

B

Author Biographies A

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ABOUTTHIS BOOK

Introduction

If you are reading this, chances are you have already successfully completed your first class at Grand Canyon University: UNV-103, University Success. In which case, well done! Now that you have become familiar with some of the basic skills you will need to succeed in college, it is time to develop your ability to access, evaluate, and synthesize information. The ability to make sense of the increasingly vast amount of information we are

confronted with daily is known as “information literacy”, and it is this ability that your new class, UNV-104, aims to help you develop. As with UNV-103, the university has developed an original eBook to more fully meet the needs of our students. As such, this book is tailored closely to the principal assignment you will need to complete for

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this class: researching and writing an expository essay. Every stage of this assignment, from accessing and evaluating resources in GCU’s Fleming Library to the writing of an outline, a rough draft, and a final draft, is covered in full detail. Working closely with the eBook as you progress through the stages of UNV-104 is best way to ensure that you get the most out of this class. By completing UNV-103, you have already shown that you have the focus and determination

to succeed. It is our hope that this eBook will help you advance to the next stage in your learning.

Welcome to Grand Canyon University

Information Literacy

CHAPTER 1

GETTING STARTED Nita Mailander, Director of Library Services, Grand Canyon University

Introduction Information literacy encompasses many

skills in our fast-expanding digital world. You may not realize how many times in a day that you use information literacy skills. What used to be a refined skill for students, researchers, and scientists has become es- sential to navigating our everyday personal, school, and work lives. “Information literacy practice empowers individuals, communities, and nations. It underscores the importance of our democratic principles and practices. By systemically integrating it as a key competen- cy for all Americans, we can artfully sustain our primacy as a self-sufficient, prosperous 21st-century nation in today’s ever-evolving, dynamic digital universe” (National Forum on Information Literacy, 2012b, para. 1).

Information Literacy Defined The importance of information literacy has

increased with the electronic and technologi- cal explosion of our modern world. Informa- tion literacy is defined as the ability to “rec- ognize when information is needed and have the ability to locate, evaluate, and use effec- tively the needed information” (American Library Association, 1989, para. 3). With con- stantly changing technologies to master and increasingly large amounts of information to evaluate, information literacy skills are not just a one-time “learn it and forget it” set of skills. What information skills we master to- day in school or at work may be different in one year, will have definitely changed in five years, and perhaps will not even be relevant in ten years.

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For example, the dial-up modem, the use of command line language to input search key- words into the first electronic databases, and waiting for the National Library of Medicine to mail the print output of Medline results, along with an invoice, were all state-of-the- art technologies and methods less than 20 years ago. Before electronic databases, stu- dents browsed large volumes of print journal indexes organized by subject, hand-copied the citations that were relevant to their topic search, and then typed all the citations into an organized list for review. Compare that time-intensive process to our current abil-

ity to quickly perform an on-demand search of millions of clinical medical citations, free of charge, in the PubMed.gov database. As a GCU student, you have access to great data- bases with full-text resources at your finger- tips through the Fleming Library.

New Knowledge Skills Information literacy today encompasses not

only the ability to navigate the library’s re- sources, but also to navigate different media formats and technologies. Information lit- eracy encompasses library, computer, tech- nology, and media literacy. The GCU Fleming Library’s large electronic collections of tens of thousands of journal titles are all avail- able via the library’s website (http://library. gcu.edu). In order to successfully locate the research you need to support your courses, you need to know how to efficiently manage

a computer and the Internet. In order to be information savvy, you also need to be aware of different formats and types of media. Is the article you need for your research available in a PDF format? Are you searching for a stream- ing media file of a theatrical performance? Do you know what format the streaming media file is in and whether you have the correct media player on your computer to watch it?

So much of our personal, work, and educa- tional lives is affected by our mastery of in- formation literacy skills. Think of how you use social media such as Facebook and Twit-

ter and how you use the Internet to commu- nicate with friends and family via e-mail. Are you able to use your favorite apps on your smartphone to find a better shopping deal? A closer coffee shop? Cheaper gas? You have digital information literacy skills that you use repeatedly in your personal life. These every- day information literacy skills are transfer- able to library and Internet research strate- gies. “To prosper in the Digital Age, people must become masters of information” (Stern, 2003).

You have access to

great databases with

ful l -text resources at

your f inger tips through

the Fleming Library.

Figure 1, Source: Braun, 1937

Information literacy, scholarly research skills, and the pursuit of “new knowledge skills” are not new concepts (see Figure 1). What makes information literacy so crucial in today’s world is the expansion and reliance on technology and digital access to information. Our libraries are no longer filled with physi- cal card catalogs and stacks of print journals. In order to be a successful student, you will need to learn effective search strategies, in- cluding identifying key concepts to perform a search in the online library resources.

To find research articles that support the main statement of your essay—your thesis— you will need to understand how to access the library’s databases, find full-text journal articles, and apply limits to your search to re- strict to peer-reviewed articles. (These topics are covered in greater detail in Chapter 2 of this eBook.) The GCU librarians are here to assist you in all of your research needs. You can sign up for a live interactive webinar or call, e-mail, or chat with us for individualized research assistance.

If your information literacy skills need some brushing up, the library is here to help you locate APA citations or refine your search strategies by suggesting key concepts and keywords that will result in the most rel- evant results. Today’s information is located not just in our library databases and the li- brary’s website; GCU’s librarians are talented locators of all information whether they are helping you find statistics or a research ar- ticle to support the latest medical innovation.

LIBRARY RESEARCH Contacting the Library Ask a Librarian: http://library.gcu.edu/AskALibrarian Chat or Sign Up for Webinars and Workshops: http://library.gcu.edu Phone: (800) 800-9776, x6396641

• Determine the extent of information needed. • Access the needed information effectively and efficiently. • Evaluate information and its sources critically. • Incorporate selected information into one’s knowledge base. • Use information effectively to accomplish a specific purpose. • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.

STANDARDS

Please remember that you are only a phone call, e-mail, or chat away from the help you need to find the information you require for your course assignments.

Being information-aware also means you should be able to identify the question you want answered and critically evaluate the resources you locate. The American Library Association’s division of the Association of College and Research Libraries (2001) has identified six key infor- mation literacy competency standards. Your coursework and your use of the GCU library will help you develop your ability to apply all of these standards while conducting your research:

http://library.gcu.edu/AskALibrarian

http://library.gcu.edu

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BRAINSTORMING For many of your discussion questions, as

well as your individual and group assign- ments, you will be given topics to research or discuss. For others, you will choose the subject area and define your own research topics. Whether you need to develop ideas for assigned topics or choose a topic yourself, you start with brainstorming. You begin by thinking about your topic, what you know, what you do not know, and what you need to investigate further. The Fleming Library has wonderful resources you can use to browse subjects to help you choose, refine, or re- search a topic.

Several of the library’s databases allow you to peruse current topics organized by subject area. On the library’s “Find Journal Articles” or database pages, you can locate “Opposing Viewpoints” or “Issues and Controversies.” Both of these databases have great articles and resources to help you further define or choose a topic. You can review “Issues in the Headlines”, click through the areas of “Need a Research Topic?”, or browse “Featured News” sections or topics currently under national debate. Alternatively, you can click through the different main subject headings to find a topic of interest.

When you have chosen a topic, you will need to identify the key concepts that you want to

Source: National Forum on Information Literacy, 2012

address and begin to identify resources and keywords relating to your topic. In addition to the library’s resources, a general Internet search can be a great place to start. You will be able to find some blogs, Wikipedia entries, images, and articles to help you begin to have a base understanding of your topic. However, while a general Internet search can help you think about and process the elements that you want to include in your research, it is often not where you will locate the main resources to cite in your assignments. The Internet has great quality information at your fingertips, but you will have to learn to evaluate that information based on multiple factors, in- cluding authority, reliability, and credibility of the author and content. For example, it is important to consider whether an article was written as an opinion piece by someone with little authority or whether you have located a website written by a renowned professional association in the field of your topic.

Library Reference Resources Rather than using what may be unreliable Internet websites, use the library to find authori-

tative general reference sources. On the library’s website, you will find the Credo Reference database, which consists of over 600 encyclopedias, dictionaries, biographies, and much more. Credo Reference is a wonderful starting point to find quality, reliable general information on your research topics. Access Credo Reference via the library’s website at http://library.gcu.edu and click on “Find Journal Articles.”

Concept Mapping One of the other highlights in the Credo Reference database is the concept-mapping feature.

When you are brainstorming and identifying keywords associated with your topic, it can be helpful to diagram the associations between concepts with a visual map. You can search the concept maps available in Credo Reference (see Figure 2) or you can hand draw your own visual map or graphic organizer.

“The big struggle is over what kind of information Google and other search engines kick back to users. In the age

of social media where users can be their own content creators, it might get

harder and harder to separate high- quality material from junk.” (Pew, 2010,

para. 33)

Documenting Your Research Strategies One of the goals of brainstorming your research topic is to identify synonyms and keywords

to help you with your search strategies to locate scholarly resources. For example, in the med- ical field, there are many different words that can be used to describe the same condition (e.g., “heart attack” versus “myocardial infarction”, “high blood pressure” versus “hypertension”). Or think about online education; when searching this topic, you could use the keywords “distance education,” “virtual classrooms,” “web-based education,” or “Internet in education.” An orga-

nized concept map or list of keywords will help you ensure that you have an effective search strategy to retrieve rele- vant results in the library’s databases. As you brainstorm, jot down in a research journal or log your keywords and con- cepts. Write down what keywords result in good, relevant information and what do not. Make notes on what databases to target. You can also write down important authors you want to research more or additional references you want to read. When you need to recreate your search or review and update your strategy, you will be able to remember what you have already done.

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Figure 2:

periencing or involved in the original event? Consider, for example, the well-known work The Diary of Anne Frank. Her diary is autobi- ographical and is therefore primary informa- tion. If you were to read the diary and then use it as a resource for an essay about the historical context of war, the Holocaust, and persecution, you would be creating second- ary information. The majority of the infor- mation and journal articles that you will use to support your GCU assignments will most likely be secondary information.