Information Navigator - LIBS 1704

138 Pages·2021·14.309 MB·English

by  Shaun R. Adamson, Weber State University, Stewart Library

INFORMATION NAVIGATOR
LIBS 1704
Copyright © 2021 by Weber State University Stewart Library
All rights reserved.
The information in this publication may be reproduced (in part or in its entirety and by any
means), shared, or adapted with permission from the authors, provided that the Stewart Library is
identified as the source institution.
For permission to reproduce, share, or adapt the information in this publication, or for additional
copies, please email:
Shaun R. Adamson
[email protected]
Authors
Shaun R. Adamson, MLS, Ph.D.
Professor/Head of Teaching & Information Services
Miranda Kay Orvis Kispert, MLIS
Assistant Professor/Science Librarian
Jason Francis, MLS
Associate Professor/Health Sciences Librarian
Diana Meiser, MLS
Assistant Professor/Engineering, Applied Science & Technology Librarian
Ernesto Hernandez Jr., MLIS
Assistant Professor/Library General Instruction Coordinator
Wayne Huxhold, MLS
Reference Coordinator
Marie Richards
Information Literacy Coordinator
Revised August 2021
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1704
Table of Contents
Introduction: Information Literacy 5
Meeting WSU’s Information Literacy Requirement 9
Student Support Services 11
Chapter 1: Research as an Exploratory Process 13
The Research Process 13
A Visual Map of the Research Process 18
Chapter 2: Kinds of Information
19
Short Formats
19
Long Formats
19
Multi-Format Information
25
Audio-Visual Formats
26
Information Types
27
Primary & Secondary
27
Scholarly, Popular, & Trade
27
Determining what type of source you have
30
A Note About Scholarly & Peer Review
35
Chapter 3: Beginning Your Research 36
Scholarly Communications as a Conversation 36
Finding Ideas for Topics 41
Scope of the Project 42
Focusing the Topic & Formulating a Research Question or Thesis Statement 42
Search Techniques 47
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Chapter 4: Finding Information
54
Picking the Right Search Tools for Your Topic
54
Library Catalog
55
Library Databases
58
OneSearch
60
Web Search Engines
61
Chapter 5: Critically Evaluating Information 78
Establishing Authority 78
Currency 79
Objectivity/Bias 80
References/Documentation 84
Creating Evaluative Annotations 88
Common Misconceptions 89
Chapter 6: Using Information Ethically 91
Copyright, Fair Use, Public Domain & Open Access 91
Plagiarism 98
Chapter 7: Citing Sources 106
Dissecting Database Records 106
Resources for Citing Sources 109
Sample Citations 110
References
124
Glossary 127
Index 136
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Intro
Introduction
INTRODUCTION: INFORMATION LITERACY
Academic research is a form of structured inquiry with specific rules and techniques.
There is no single “right” way to do it. As with any other complex activity, like
learning a language, the best way to learn is by doing: the more you practice, the
more fluent you will become. Expectations about academic research often mistakenly
assume that a) one can rely solely on the Internet, and b) research simply means
gathering and summarizing sources, but this is an oversimplification. The research
process requires information literacy skills, and vice versa.

This introduction will provide you with an explanation of what information literacy
is and its applications in school, in the workplace, and in everyday life. This chapter
will also provide information on your options for meeting Weber State University’s
(WSU) information literacy requirement.

Before we address questions about information literacy, we first need to define
information. Michael Buckland (1991) stated that there are three main definitions for
information: Information-as-knowledge, Information-as-process, and Information-
as-thing. As-knowledge, information is what you perceive in your consciousness; it
is what you think you know. As-process, information you receive alters, dismisses, or
supports what you know. Finally, as-thing are objects that are vehicles that transmit
information. Information-as-thing includes documents, data, recordings, or any
other purveyor of information. These three forms of information work together as a
system. Let’s examine how it works.
You have a lifelong interest in a particular subject. You are not an expert, but you
know quite a bit about it (Information-as-knowledge). Upon deciding that this
subject is something you would like to pursue even further, you begin to research
it. You collect books, magazine articles, journal articles, and videos (Information-
as-thing) of the subject to further your own knowledge. As you interact with the
materials, you find that some are credible, and others are not. You take in these new
materials and compare them and contrast them to what you already know, and it
furthers your knowledge of the subject (Information-as-process). Knowing how to
successfully navigate the relationships between these three forms of information
to gain insights to further your knowledge is much of the process of information
literacy.
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INFORMATION LITERACY DEFINITIONS
The Association of College & Research Libraries (ACRL) recently expanded its
definition of information literacy to emphasize flexibility, individual growth, critical
self-reflection, and collaboration. According to ACRL (2016), information literacy
is a “set of integrated abilities encompassing 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” (p. 8). In 2018, the UK’s Information Literacy Group, the Chartered
Institute of Library and Information Professionals (CILIP), released an updated
definition of information literacy, including the following:
Information literacy incorporates a set of skills and abilities which everyone needs
to undertake information-related tasks; for instance, how to discover, access,
interpret, analyse, manage, create, communicate, store and share information.
But it is much more than that: it concerns the application of the competencies,
attributes and confidence needed to make the best use of information and to
interpret it judiciously. It incorporates critical thinking and awareness, and an
understanding of both the ethical and political issues associated with using
information…. Importantly, information literacy is empowering, and is an
important contributor to democratic, inclusive, participatory societies; as
interpreted by UNESCO, it is a universal human right. (p. 3)
These are two widely accepted definitions of information literacy from respected
organizations that share common themes around the use of information from the
perspective of consumer, collaborator, creator, and life-long learner.
BECOMING INFORMATION LITERATE: APPLICATIONS IN EVERYDAY
LIFE, SCHOOL, & THE WORKPLACE
In a nutshell, information literacy forms the basis for lifelong learning. It is common
to all disciplines, to all learning environments, and to all levels of education. It refers
to a set of characteristics that transforms an ordinary student into a wise information
consumer/creator and life-long learner.
Everyone has a certain level of information literacy. For instance, school children
know that if they need help, they can ask their parents or teachers. As they get older,
they become more independent and learn how to find other sources of information
through libraries and the Internet. By the time students enter college, they should
have a set of basic information literacy competencies. However, these skills will
continue to increase and improve through college, the workplace, and beyond.
Some aspects of information literacy involve using various information technologies.
Others include critical evaluation of the information you find and the ethical use
of information. An information literate individual can problem solve by using
technologies to find and manage information, as well as critically evaluate and
ethically apply information. They possess a spirit of inquiry and perseverance to find
out what is necessary to solve problems or complete tasks.
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Information literacy is more than just a general education requirement; information
literate is something you become. This happens through your coursework, through
personal experiences and interactions with information at home, throughout life,
and in the workplace. At school you will use the research process extensively, write
research papers, learn about your field of study, and use information technologies
to find sources. Through experiences with information at home, you may need to
choose the safest car for your teenager, which doctor would be best for your family,
or which roofing contractor does the best quality work. Throughout your life, you
will make many decisions that affect your future and the future of those around
you. You may be looking for a new job, need to relocate to a different state due to
a poor local economy, or educate yourself on the candidates for political office in
an upcoming election. In the workplace, you may be presented with customer-
service issues and expected to solve them by finding data, drawing conclusions, and
presenting your findings to upper management. Because information literacy skills
in the workplace make an individual a much more attractive job applicant, we are
going to discuss this in more detail in the following paragraphs.
Today’s employers are looking for people who can understand and adapt to the
characteristics of the information age. “In a world in which information is the very
lifeblood of business and the professions, the quality of performance is dependent
on the ability to use that information efficiently, effectively and creatively” (Forster,
2017, p. 2). Lawyers, doctors, nurses, teachers, social workers, or those that work in
the financial or business sectors, deal with information every day. In order to address
issues or problems at work, they must know when legal, business, personal or other
information is required, how to conduct complex information searches, know
how to critically evaluate and ethically use information, and then synthesize the
information into their own knowledge base. Employees without these skills, that are
information illiterate, could potentially cause significant financial or legal problems
for themselves or their employers (Forster, 2017).
Information literate employees have strong analytical skills, critical thinking skills,
and problem solving skills, and make valuable contributions because they are
prepared to adapt to a changing environment and think through work assignments
or problems. An employee with information literacy skills can also help build
professionalism and set themselves apart from their co-workers. In the business
world you are expected to do your “due diligence,” which is basically your research.
If you work in the cell phone industry and your team has been assigned to improve
a phone’s liquid crystal display, your research must back up your recommendations
and strategies, but you are also expected to evaluate your research for credibility. If
you are using another person’s work, or ideas, you must understand how to ethically
use it. The stakes are a lot higher when you conduct research in the business world,
and a competent information literate professional understands the need to use and
develop these skills.
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CONSTRUCT OF INFORMATION LITERACY
For our purposes, the construct of information literacy is made up of a set of six
interconnected core concepts that cover ideas about information, communication,
research, and scholarship, and focuses on students as both consumers as well as creators
of information (ACRL, 2016). (A construct is a complex idea made up of many simpler
elements.) The following are the six core concepts of this course:
1. Authority Is Constructed and Contextual
A person who is information literate will always consider the source(s) of the information
they use. Authority is constructed in that what is considered an authority in one field
may differ from what is considered an authority in another field; different people will
have different opinions about what makes a person an “expert.” It is contextual in that
the information need may help someone determine the level of authority required. For
example, sometimes it is necessary to limit a search to materials created by people with
advanced degrees or extensive experience; other times it may be appropriate to consider a
source whose credentials are not academic.
2. Information Creation as a Process
Information in any format is produced to convey a message and is shared via a selected
delivery method. The iterative (involving repetition) processes of researching, creating,
revising, and disseminating information vary, and the resulting product reflects these
differences. Sometimes the quality of a source can be determined by the process used
to create it. For example, consider the process that goes into formulating and creating a
tweet versus a peer-reviewed article.
3. Information Has Value
Information possesses several dimensions of value, including as a commodity, as a means
of education, as a means to influence, and as a means of negotiating and understanding
the world. One way we acknowledge the value of information is through copyright and
citation. Some information is not free, and some people cannot afford to pay for it; this
is an example of the monetary value of information. Another example of the value of
information is its personal value. For example, some share information about themselves
freely, while others are more private. The information you share via your online presence
can be manipulated by others for specific purposes.
4. Research as Inquiry
Research is iterative and depends upon asking increasingly complex or new questions
whose answers in turn develop additional questions or lines of inquiry in any field. When
investigating a topic, it is important to consult multiple sources, and multiple kinds of
sources.
5. Scholarship as Conversation
Communities of scholars, researchers, or professionals engage in sustained discourse
with new insights and discoveries occurring over time as a result of varied perspectives
and interpretations. In other words, scholarship is a result of the interaction of people
through technology, through publication, or person to person. Some of it happens in the
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hallway at work, some of it happens through social media or blogs, and sometimes
it happens through formal publications in scholarly journals. Both formal and
informal interactions play a part in developing scholarship.
6. Searching as Strategic Exploration
Searching for information is often non-linear and iterative, requiring the evaluation
of a range of information sources and the mental flexibility to pursue alternate
avenues as new understanding develops. While it typically begins with a topic or
question, it is not a simple series of steps that you follow from beginning to end.
At WSU, the general education information literacy requirement is based on these
six core concepts, which have been summarized in the learning outcomes for this
course. These learning outcomes are listed in your class syllabus.
MEETING WEBER STATE UNIVERSITY’S INFORMATION
LITERACY REQUIREMENT
At WSU, you meet the information literacy requirement after taking a library science
(LIBS) course, but information literacy is embedded throughout your coursework at
WSU, in both general education and within your major field of study. Chances are, you
won’t really notice that you are becoming more information literate—just like it can
be hard to tell someone is getting taller if you see them every day. Information literacy
is more than just a class to complete, and you’re never really done with it: it’s a way of
being, a process of becoming. As you continue your education, you’ll accrue skills and
abilities that you can use in other classes.
Before you actually begin this course, it is important to mention that you have several
options for meeting this requirement. Earning a C (73%) or better in any of the
courses listed below will enable you to meet WSU’s information literacy requirement.
For more information on these course options, go to https://library.weber.edu/
researchandteaching/course_list
• LIBS 1704: Information Navigator. This is a one credit hour course for students in
all majors.
• LIBS/EDUC 2604: Information Resources in Education. This is a one credit hour
course intended for education majors or those interested in this field.
• LIBS/BSAD 2704: Information Resources in the Business Disciplines. This one
credit hour course is cross-listed in business administration and is intended for
business majors or persons interested in this field.
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• LIBS 2804: Information Resources in the Social Sciences. This one credit
hour course is intended for those majoring in or interested in the social
science disciplines.
• LIBS/HTHS 2904: Information Resources in the Health Professions. This
one credit hour course is cross-listed in health professions and is intended for
those majoring in or interested in the health professions fields.
• ENGL 2015: Intermediate College Writing & Research. This four credit hour
course combines writing and research skills. This course will fulfill both the
English Composition and the Information Literacy General Education core
requirements.
If you aren’t sure which is the best option for you, contact a library representative
via phone or email and discuss your options:
• 801-626-7068
• Relay Utah 711; en Español 1-888-346-3162
• Via email: [email protected]
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