Essay EN 111 Information Literacy Latest

Essay EN 111 Information Literacy Latest

EN 111 Information Literacy Latest

(NO UNIT 7 Assignment)

Unit 2 Discussion

Instructions

Let’s imagine you are now a college instructor. Congratulations! Now it’s time to start grading papers. A student has submitted an essay which has used secondary sources but has not acknowledged the various authors.

For your initial prompt, provide an example of your feedback to the student. This feedback should fully describe the issue and explain why it is a problem.

Then, outline a plan of action for the student to follow in order to re-submit their essay. You may use bullet points to outline your plan to the student.

Unit 3 Discussion

Instructions

Think of a health issue that interests you. Then, go to the following government websites and explore each website to find information about the health topic you have chosen.

(You may need to adjust your topic if you do not get results—that’s okay.)  Explore each website.

The Centers for Disease Control and Prevention (Links to an external site.)

The National Institutes of Health (Links to an external site.)

The World Health Organization (Links to an external site.)

In your initial post, fully compare and contrast your search results.

What kind of information did each website have?

How was the information similar? How was it different?

What are you able to infer about the purpose or mission of each of these organizations?

What did you learn about the topic you did not previously know?

What surprised you or seemed unexpected?

Please be sure to validate your opinions and ideas with citations and references in APA format.

Unit 4 Discussion

Instructions

As you learned in the reading for Unit 4, URLs (web addresses) associated with the retrieval information while others only have a series of numbers.  These numbers are known as Digital Object Identifiers (DOIs). The purpose of a DOI is to clearly and directly identify content and provide a persistent link to its location on the Internet.

For our discussion, this week, use the Herzing online library to conduct a search of peer-reviewed sources related to the topic you identified in the Unit 2 assignment. Find an article that includes a reference page. Examine the reference page.

Are there any sources that include a DOI?

In addition, what additional sources does the reference page lead you to that would be useful to you?

In a well-developed initial post, walk your classmates through the process as you conducted your search.

Then, explain what insights you had as you reviewed the reference page for your source.

Finally, make the case for the DOI and its ability to give the reader instant access to the exact same information you are using to inform or persuade them.

Unit 5 Discussion

Instructions

For the discussion this week, conduct research on the topic you have been working with since Unit 2. Then, in a well-developed  initial post, include the following:

A description of your research process

Three APA reference entries, each for a credible source related to your topic

Beneath each reference entry, include an annotation of the source

Finally, select one of the sources and provide a full evaluation of it in terms of the CRAAP criteria. That is, explain its currency, its relevance, its authority, its accuracy, and its purpose.

The three sources you select may be used, if you wish, in your final annotated bibliography that is due at the end of the unit.

Unit 6 Discussion

Instructions

For the discussion this week, you will discuss the steps of the research process. Specifically, you’ll be sharing how your process went as you established a topic and then completed the research for your annotated bibliography.

Who is your audience?

What was your thesis statement?

Explain how you conducted your productive online searches using academic databases in the Herzing library.

What were your Boolean operators?

How did you use limiters to yield better results?

What databases did you use?

What is CRAAP?

How did you determine if your sources were suitable using CRAAP?

As you sort through your sources, which CRAAP criteria did you use most?

Which resources proved most helpful to you as you conducted your research and compiled your annotated bibliography?

What challenges did you meet during the process, and how did you overcome them?

Unit 7 Discussion

Instructions

Over the last six weeks, we have learned about and used APA style. In your initial post, include the following:

Provide an explanation of why APA style is used by academic institutions.

Provide two examples of your understanding of APA style at the start of the course to what you now know.  As an example, you had no idea what APA stood for, but now you know it’s the American Psychological Association.

Explain what you found most challenging about APA style, and how you overcame that challenge.

Describe resources available to the student that can be of assistance with APA style.

Unit 8 Discussion

Reflection

Instructions

We have covered a lot of ground since the beginning of the course, and you have learned a great deal about the types of information available, how to discern its credibility, and how to present it to others in a way that continues the academic discussion.

Look back to the Unit 1 discussion and review how you responded to the part of the prompt that asked: “Explain what the phrase ‘information literacy’ means to you. What role does information literacy play in your academic life, your workplace, and your social circles?”

Have your ideas changed since Unit 1?

In your response, reflect on how this course has affected your viewpoint on information both for future academic courses and for your professional/personal life.

Do you feel more ‘information literate?’  How will this impact the way you address knowledge questions in the future?

Please be sure to validate your opinions and ideas with citations and references in APA format.

This topic is valued at 20 points. Please review post and response expectations. Please review the rubric to ensure that your response meets criteria (Read Me First Section of the Course).

Unit 1 Assessment  

APA Formatting: You’re the Instructor

Instructions

Develop: Understanding of APA Formatting Conventions

Evaluation Title: APA Formatting: You’re the Instructor

Let’s imagine you are a college instructor! Congratulations! Now it’s time to get to work.

Your students have submitted research papers in APA style. Using the Purdue OWL website (Links to an external site.), the APA Style website (Links to an external site.), and/or the Herzing library APA resources, identify at least 8 APA formatting errors in the student paper below.

Explain each error in a numbered list, using full sentences for each.

After you complete your assignment in a Word document, save your work, and then you will need to attach the completed document to your submission. The process will be similar to making an attachment to an e-mail:

Click Submit Assignment (upper right corner)

Under Attach File, click on “Browse My Computer.”

Look up your saved document, and click “Open.”

Click “Submit.”

Your assignment submission should be a Word document that fully adheres to the instructions listed above.  Be sure to proofread your assignment.

Unit 2 Assessment  

Identifying a Topic and Incorrect APA Usage

Instructions

Identify Topics and Explore Plagiarism

Evaluation Title: Identifying a Topic and Incorrect APA Usage

The first part of this assignment will assist you in identifying a topic which you will use for other assignments in the course. The second part of the assignment helps you understand and explain what constitutes plagiarism.

Please download the Assignment worksheet below, follow the directions, and answer the questions on the worksheet.

Your assignment submission should be a Word document that fully adheres to the instructions listed above.

Estimated time to complete: 3 hours

Assignment Purpose:

The first part of this assignment will assist you in identifying a topic which you will work with for subsequent activities in the course. The second part of the assignment helps you articulate what constitutes plagiarism.

Part 1:

In this course you will be using a variety of resources and research tools. This activity will guide you in formulating a topic to use for later assignments in this course.

1. What is something you are curious about? What is something you see out in the world that you want to know more about? Perhaps think of health, business, or socio-cultural issues. Write it here:

_______________________________________________________________________

(Need help selecting a topic? Review the Research Topic Starting Points guide from the Herzing University Library. Browse some of the resources linked there for generating topic ideas. https://herzing.libguides.com/research_topic_starting_points)

2. Create a Mind Map for your topic in the Credo Reference Database available through the Herzing University Library. You can access the link to that database in the Research Topics Starting Points guide at https://herzing.libguides.com/research_topic_starting_pointsIf you need assistance using this tool, contact the Herzing University Librarians using the contact information in that guide. You might need to play around with how you word your topic.

Did the Mind Map help you narrow your topic? Describe your experience with the Mind Map feature and indicate your narrowed topic:

3. Write at least three research questions related to your topic and circle or somehow indicate the one you are most interested in answering:
4. Create a thesis statement for your research project. Be sure it meets the characteristics of a “strong” thesis statement as described in the reading for this unit.

Characteristics of a Strong Thesis Statement

?             Answers the research question and is adequate for the assignment.

?             Takes a position – doesn’t just state facts.

?             It is specific and provable.

?             It passes the “so what?” test.

Include your thesis statement here:

Part 2:

The following paragraph is from this source:

Spiranec, S., & Mihaela, B. Z. (2010). Information literacy 2.0: Hype or discourse refinement? Journal of Documentation, 66(1), 140-153. doi:http://dx.doi.org.prx-herzing.lirn.net/10.1108/00220411011016407

Web 2.0 is currently changing what it means to be an information literate person or community…. The erosion did not begin with Web 2.0 but had started considerably earlier and became evident with the first web document without an identifiable author or indication of origin. Generally, this erosion comes naturally with the advancement towards electronic environments. In the era of print culture the information context was based on textual permanence, unity and identifiable authorship, and was therefore stable. The appearance of Web 1.0 has already undermined that stability by the very nature of digital information which may be easily modified, copied and duplicated. Web 2.0 with its collaborative model of knowledge production and mash-up philosophy finally brought an end to the stability of information context by creating flat and fluid information spaces. (Spiranec& Mihaela, 2010, p. 147)

Below are four examples that display usage of this content. For each one, please determine whether or not plagiarism is present. If you feel a passage is plagiarized, explain why. If you feel it was not plagiarized, explain what necessary details are present that show correct usage.

1. Before computers, books and articles had textual permanence and identifiable authorship. This meant that readers could verify the truthfulness of sources more easily than they can now.
2. Spiranec and Mihaela (2010) argue that the Internet has “brought an end to the stability of information context” (p. 147).
3. The idea of information literacy began to radically change as soon as text began to be published on the Internet (Spiranec& Mihaela, 2010).
4. Web 2.0 is currently changing what it means to be an information literate person or community.

This activity is adapted from page 85 of Hosier, A., Bullis, D., Bernnard, D., Bobish, G., Holden, I., Hecker, J., . . . Jacobson, T. (2014). The information literacy user’s guide: An open, online textbook. Retrieved from http://textbooks.opensuny.org/the-information-literacy-users-guide-an-open-online-textbook/ , Licensed under Creative Commons BY-NC-SA 3.0

Unit 3 Assessment  

Source Comparison

Instructions

Explore and Compare: Resources

Evaluation Title: Source Comparison

This assignment will give you the opportunity to carefully explore two different resource types to further your understanding of selecting the appropriate resource type for your information needs. There are three parts of this assignment. For Part 1, you’ll be reading an article posted on the web and answering questions about the article. For Part 2, you’ll be reading a scholarly article and answering questions about it. In the final part, Part 3, you are asked to sum up your experience and compare/contrast the two information sources.

Part 1

Take a look at the article 9 Lessons I’ve Learned About Feeding Kids download

Please respond to the following prompts:

Who do you believe is the intended audience for this article?

What is the purpose of this article?

Briefly summarize the article by describing the main points used by the author.

Provide an APA reference entry for this information source.

Part 2

Next, review the following scholarly journal article, Challenges and Facilitators to Promoting a Healthy Food Environment and Communicating Effectively with Parents to Improve Food Behaviors of School Children  download:

Please answer the following questions:

Who do you believe is the intended audience for this article?

What is the purpose of this article?

Examine the references at the end of the article. Please explain how these references contribute to your understanding of the credibility of the source.

Provide an APA reference entry for this information source.

Part 3

Summary question: Compare and contrast the two information sources. How is the information found in the USNews.com article different from the information found in the scholarly journal article? What would you use each type of information for? Finally, describe what you feel is the most important thing you learned from this assignment.

Your assignment submission should be a Word document that fully adheres to the instructions listed above and meets all APA formatting requirements.  Be sure to proofread your assignment.

Unit 4 Assessment  

Exploring Databases and Creating a Research Strategy

Instructions

Explore: Databases

Evaluation Title: Exploring Databases and Creating a Research Strategy

This assignment will develop your understanding of how to best use the databases that are located within the Herzing University Library.

Please download the Unit 4 Assignment Worksheet (below) to your computer. Navigate to the Herzing University Library. Follow the directions and answer the questions on the worksheet.

Your assignment submission should be a Word document that fully adheres to the instructions listed above.  Be sure to proofread your assignment. This assignment is worth a possible 70 points.

Exploring Databases and Being Strategic When Conducting Research

Part 1: Exploring the Databases

1. Go the Canvas Student Resource center and access the Library. Find the Databases section and select the Go to A-Z List icon.

How many databases are in the list? ________

2. Change the All Subjects menu dropdown to correspond to your field of study at Herzing.

(Forexample if you are an Accounting major, select Business; if you are a Criminal Justice major, select Public Safety; if you are a Medical Assistant major, select Healthcare; if you are a Nursing major, select Nursing, etc.)

List your field of study/major at Herzing University: ________________________

List the corresponding subject from All Subjects dropdown: _________________________

How many databases are in the list? __________

3. Go back to the Databases section of the Library and notice that the same Subjects are listed.  Once again, select your subject area; browse the list of databases available.

If you were assigned to write a paper about the most current issue facing your profession, which database would you select to conduct research on this topic and why?

Database name: ______________________________________________________

Explain why you chose this database:

4. Go back to the A to Z list. Once again, select Clear Filters.

Using the “Letter” menu select “P” to jump to that section, and scroll until you find ProQuest Central and select it.

This database will open up to the Basic Search Page.

Enter search terms related to a medical topic of your choice.

List your keywords/search terms: ________________________________________

5. Click on the “I” next to Peer Reviewed.

What process do peer-reviewed publications go through?

Who authors scholarly journals?

6. Check the box next to Peer Reviewed (for this step leave Full Text unchecked) and run your search.

How many results are displayed? _____________

7. Now limit to “full-text” by doing one of the following: either check the box for full-text and hit search OR look for Full-Text in the left margin under Narrow results and click that.

How many results are displayed after applying this limit? _______

8. Scroll down to below where you are allowed to adjust the date range, on the left-hand side of the screen. What is listed there are ways you can narrow your search. Please list two of these options.

List two options:

9. Find a result that is of interest to you and select the blue title words to reveal more details about the article.

In this view of the article notice the tools at the right for downloading the PDF (if available) as well as Cite, Email, Print, and Save.  Select “Cite”

Explain what the Cite button does:

Click Cancel.

10. Close out of this database and return to the A to Z List.Once again, select Clear Filters.

In the “All Subjects” drop-down menu, select Business. You will see a “Best Bets!” section at the top of the list, these are the most relevant databases related to that subject matter.

Select Business Source Complete – Ebscofrom the list.

11. Business Source Complete opens up to the Advanced Search Screen

Enter search terms related to a business topic of your choice (example advertising and sports).

List your keywords/search terms: ________________________________________

In the Limit your results section, check the boxes for Full Text and Scholarly (Peer-Reviewed) Journals and run your search.

List the number of search results: _________________________________

12. On the results list, using the Limit to options on the left side of the screen move the “date slider” to change the date range of your results. Set the date range from 2010 to the present.

List the new number of search results: ____________________________

13. Select any article by clicking on the title. Notice the Tool options on the right side of the screen.

List two of the tools available:

14. Close out of this database and return to the A to Z List. Once again, select Clear Filters.

Using strategies you have learned so far find and select Films on Demand.

Search for “study skills” by titles (default).

List one of the Films on Demand titles from the results list.

15. Did you know about Guides from the HU Library that contain links to the HU Library databases? Go back to the Library area in the Canvas Student Resource Center and look for the Guides section. Select a Guide of interest to you and provide your selection:

_____________________________________________________________________________________

Select the Find Articles Tab(select another guide if your first choice does not include this tab) and list one of the databases from that you find:

_____________________________________________________________________________________

Feel free to go back and explore any of these resources. Remember when you have questions on database selection and using the tools, please contact the Herzing University Librarians. They are here to assist you and all Herzing University Students.

Part 2: Being Strategic When Conducting Research

Now we will focus on the topic you have developed in the prior units. This activity will set you up for success as you use the library databases to research your topic in our next unit.

16. Enter the thesis statement you have formulated for your topic.

17.Keywords:  (What are the main words that describe your subject and what you want to say about it?)

18. Synonyms:  (What other words can you use that mean the same thing as your keywords?) Using synonyms EXPANDS your search.
19. Narrower Terms: (What are some specific things you want to know about the keywords?)
20. Boolean strategies:

List one Boolean search strategy you could use to broaden or narrow your search.

Example: “Marketing AND bakeries”

Example: “Cars OR automobiles”

Hint:  See the next page for some search strategy reminders

21. Indicate two (2) Herzing University Library databases you will use to search for your topic:

Database #1:

Database #2:

22. Identify one (1) source (article, e-Book, video, etc.) you locate that addresses your topic. Include title, author, date of publication, which database you located it in.

Title:

Author:

Date:

Database:

23. Please describe your experience completing the library search in Part 1 of the assignment. What did you learn that you did not know before?  What seemed particularly useful? Then, do the same for Part 2. How does identifying search terms, databases and a source move you forward in your research process? How will this be useful?

Use Linking Words and Symbols for Precise Results

Boolean Logic Searching – Great Search Strategy for Precise Results:

AND = documents include both one word and another.  This narrows your focus.

OR = documents include one word or the other.  Use with synonyms.  This broadens focus.

NOT = eliminates documents with even one occurrence of the word.  Use this cautiously!

Check to see if you can use a wildcard to catch multiple endings.  This is also call truncation.  For example, work* might get work, worked, working, work, workers.  Look for Search Tips or Help on the search screen to see which symbol is used in the database or search engine you are using.

Use parenthesis for grouping or nesting terms together.

Here is a sample search:  research and (skills or strateg*)

It will retrieve:1.               All documents retrieved will have the word research AND all documents will have some form of the word with strateg as the root. For example, strategy, strategies, strategize would all be found and included in my results list.

2. OR All documents retrieved will have the word research AND the word skills.

Most databases use Boolean linking words.  So, if you entered in the search research skills without an AND connector, you would only be searching for the exact phraseresearch skills. You would not get occurrences such as skills in research or research and writing skills.  Some databases have the option to use Boolean or not.  Check out the “Advanced” search function or the Help and Search Tips links in the database.

Unit 5 Assessment  

The Annotated Bibliography

Instructions

Create: Annotated Bibliography

Evaluation Title: The Annotated Bibliography

By now you have established a topic, formulated research questions, crafted a thesis statement, and identified possible search terms and useful databases for your research.

Now you will be putting all those parts of the process together as you create an annotated bibliography of sources related to your topic. An annotated bibliography provides a list of references in APA style along with a summary of key points in each article related to your focus on the topic.  Creating an annotated bibliography is excellent preparation for writing a research paper. Once a student has completed one, they have a much better understanding of the different ideas, viewpoints, and policies that are involved with their topic. This helps the student write the essay with authority and confidence.

For the annotated bibliography:

Locate 6 sources that are related to your topic, then create an APA reference for each one.

Under each reference entry,  write a short annotation that summarizes the source, includes information regarding its credibility, and shares how it relates to your topic.  You will do this for all 6 sources.

Provide a title page in APA format

Review the sample below for guidance with specific formatting expectations, as well as models of annotations.  Notice that this sample annotated bibliography starts with a correctly formatted title page.

Sample Annotated Bibliography  download[pdf]

Your assignment submission should be a Word document that fully adheres to the instructions listed above.  Be sure to proofread your assignment. This assignment is worth a possible 90 points.

Unit 6 Assessment  

Integrating Sources

Instructions

Develop: Integrating Sources Smoothly

Evaluation Title: Integrating Sources

This assignment develops your ability to smoothly and correctly integrate sources into your own written work in APA style.

After reading the original source material, you will read five samples that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, indicate Acceptable. If not, indicate Unacceptable and then write a version that correctly integrates the source. The final prompt, number 6, provides a section of the text that you will paraphrase.

Your assignment submission should be a Word document that fully adheres to the instructions listed above.

Assignment Purpose:

This assignment provides you with an opportunity to develop your ability to smoothly and correctly integrate sources into your own written work in APA style.  It is worth a possible 70 points.

Assignment Description:

Read the original source below. Then read samples 1-5 that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, select Acceptable. If not, select Unacceptableand then write a version that correctly integrates the source.The final prompt, number 6, provides a section of the text that you will paraphrase.

Original source:

One of the important factors that allows for information literacy to develop in community colleges is the philosophical commitment to teaching and learning. Faculty members spend little time on scholarly research, allowing them more time for interacting with students and for collaboration and professional development. A recent survey by the Higher Education Research Institute at the University of California at Los Angeles found that 64 percent of fulltime community college faculty members spend thirteen or more hours each week actually teaching. About half of the surveyed faculty spend another five to twelve hours preparing to teach, grading, and reading student papers. Fewer than 12 percent spend five or more hours per week on research or scholarly writing. The same survey indicated that 85 percent of the participating community college faculty agreed “strongly” or “somewhat” that faculty at their institutions are interested in students’ personal problems and that 83 percent agreed “strongly” or “somewhat” that faculty members are interested in the academic problems of undergraduates.

The learning college principles and the emphasis on learning are a natural fit with informationliteracy, particularly given information literacy’s solidification in the ten years since the Branch and Gilchrist article was published. Association of College and Research Libraries’ (ACRL) InformationLiteracy Competency Standards for Higher Education came four years after the article. For example, accrediting agencies, professional organizations, and state departments of education recognize information literacy as a necessary part of higher education. This mandate from outside the library has been an important tool in developing new and expanding existing information literacyinstruction programs. The outside forces encourage acceptance internally and create opportunities to incorporate information literacy in the curriculum in new ways.

Warren, L. A. (2006). Information literacy in community colleges focused on learning. Reference & User Services Quarterly, 45(4), 297-303.

1. (Warren, 2006, p. 298) believes that “the philosophical commitment to teaching and learning” is what creates an environment where information literacy can flourish.

Acceptable

Unacceptable

2. Warren (2006) notes that faculty “preparing to teach, grading, and reading student papers” (p. 298).

Acceptable

Unacceptable

3. According to Warren (2006), “accrediting agencies, professional organizations, and state departments of education” (p. 298) increasingly place high value on information literacy curriculum.

Acceptable

Unacceptable

4. Warren argues that the“mandate from outside the library has been an important tool in developing new and expanding existing information literacyinstruction programs” (2006, p. 298)

Acceptable

Unacceptable

5. Universities and community or technical colleges are very different. “Faculty members spend little time on scholarly research, allowing them more time for interacting with students and for collaboration and professional development” (Warren, 2006, p. 298).

Acceptable

Unacceptable

Please paraphrase the following sentence from the original source and include the necessary APA in-text information:

6. The same survey indicated that 85 percent of the participating community college faculty agreed “strongly” or “somewhat” that faculty at their institutions are interested in students’ personal problems and that 83 percent agreed “strongly” or “somewhat” that faculty members are interested in the academic problems of undergraduates.

Unit 7 Assessment  

Reflective Essay

Instructions

Reflect: Information Literacy

Evaluation Title: Information Literacy and Society

This assignment provides you with an opportunity to reflect on the sociocultural issues and implications involved with the concept of information literacy.

Throughout the course, you have applied the concept of information literacy to your academic work. For this unit, please expand your scope and in a 2-3 page reflective essay, share your thoughts on how you see information literacy being applied in our society.

Possible prompts include: are some groups more informationally literate than others? If so, why? Is this related to the concept of “information privilege”? If so, can you explain how? How does society benefit from a population that is informationally literate? How does a society suffer from a population that is not? Do you believe our society values information literacy? Why do you feel as you do? Should we care about whether a society possesses information literacy skills?

You may use the personal pronoun “I” in this essay. If you use secondary sources, be sure to provide a citation such as (Smith, 2002, p. 82) and the corresponding reference in APA style.

Your assignment submission should be a Word document that fully adheres to the instructions listed above.