1. RESEARCH
AND INFORMATION
LITERACY
ENG 216A - PEB
Instructor: Ms. Page
CNR – Gill Library – JOC Campus
Room 609
ypageCNR@gmail.com
Mondays – 5:30 – 7:00pm
Computer Lab – room 615

2. Education:
ABOUT ME
Gerontology M.S.
Library Science M.L.S.
Nutrition & Food Science B.S.
Employment:
Brooklyn Public Library at Grand Army Plaza
Hunter College Social Work Library
CNR – Gill Library – JOC Campus
Philosophy:
If you tell me I will forget.
If you show me, I will remember.
BUT, it you involve me – I WILL LEARN !
- a Chinese proverb (modified)

3. Class Introductions:
Tell us about yourself
• Your Name?
• SNR Area of Interest?
• Use of a Library: Physical? Virtual?
• Research skills: novice / moderate / proficient
• In class Exercise:
Take 10 minutes and write a brief passage on:
• From your prospective, define Information Literacy?
• What are the outcomes that you anticipate following the
completion of this course – what are you expectations?

4. Why Information Literacy?
• -Increasing need for information
• School, Work, Home, Health, and Lifelong Learning
• Rapidly Changing Technology
• Technology continues to grow: Internet and the World Wide Web,
Social Networks, blogs, vlog, wikis, ect…
• How do you find what you need?
• How do you insure that the information you find is reliable?
• Reliability: Not all information is reliable, authoritative , or
even correct! Information can be biased, misinformed,
• How do you know what is an opinion vs fact?

5. What is Information Literacy?
• Information Literacy is a set of competencies that enable an
individual:
• - to identify the information they require
• - understand how this information is arranged and organized
• - determine the best sources of information for each topic of
interest
• -locate and critically evaluate these sources
• - use that information responsibly
• - It is the ability to perform sound and reliable research!!
• - ^ statement excerpted for the American Library Association.

6. •Knowledge is power.
•Information is liberating.
• Kofi Annan
• …Know how to find it, verify it, and use it properly...

7. An information literate
individual is able to:
• -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 - KB
• -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.
Statement excerpted from the American Library Association
http://tinyurl.com/6r7vqf2

8. Research and Information Literacy
Eng 216A
•This course is offered to address
these growing needs for
Information Literacy.
•
•This course is designed to work
with LTCA and other SNR courses.

9. Course Description
• In this course, students will develop the research skills
necessary for both completing college assignments and
sustaining life-long learning.
• Working hands-on through Gill Library and completing inclass and weekly assignments, students will cultivate the
information literacy skills essential for success in a college
setting.
• The goals of this course are to assist students in acquiring
confidence and proficiency in seeking, evaluating, and
managing the wealth of information currently available in
print, media and online.
• The Research and Information Literacy course is designed to
work in conjunction with Language, Thought and Critical
Analysis and Core Seminars such as Urban Community and
Human Body to assist students in the successful completion
of their research assignments.

10. Course Objectives
• - Construct a reference question.
• - Develop an appropriate research strategy, select
appropriate resources and evaluate their validity.
• - Utilize appropriate search tools and search methods
(such as Boolean Logic, thesauri, keyword vs. subject
searching and truncation, etc.)
• - Access needed information effectively and efficiently.
• - Cite resources appropriately using APA and MLA.
• - Understand plagiarism and its consequences.

11. Policies: Plagiairism
• Plagiarism includes, but is not limited to, using copyrighted
published information without in-text citation; paraphrasing
deliberately without citing; incorrectly listing references or
works cited pages; purchasing papers online or from other
individuals; passing off the writing and/or research concepts of
others as your own; and paying a ghostwriter for doing a
student's paper. Plagiarism also includes neglecting to adhere to
all MLA or APA format rules governing plagiarism. The
commission of any form of plagiarism will be reviewed by
faculty and staff and can result in serious disciplinary action
which may lead to dismissal. Refer to the Student Code of
Conduct.
SNR Student Handbook page 74
http://www.cnr.edu/Media_Library/SNR_Catalog_2010.pdf

12. Grading Criteria, Format, Expectations
Grading Criteria
• In-class and homework assignments: 30%
• Class and Lab participation: 20%
• Research portfolio and presentation: 50%
• Quizzes - (review opportunities) – extra credit points
Grading will be based on attached rubrics provided in Workbook
Class Format:
• Discussion
• Hands-on Labwork
• Readings
• Homework
• Portfolio
Expectations:
•
Prompt arrival – generous amount of materials to cover in each class session.
•
Attendance - is taken at each session
•
Absences - all students are held responsible for topics and work covered.
•
Academic Integrity - Code of Conduct
•
All papers must be typed, double-spaced, with one-inch margins, 12-point Times
New Roman font, in black ink.
•
Class Rules: Do not do any Internet searching that is not directly related
to the class. No eating in class. If you need to leave the room during
class, let me know, prior to leaving the room.

13. More about the Syllabus
• Required Texts:
Lester, J., & Lester J Jr., (2012). Writing research papers: A
complete guide. (14th ed.). Boston, MA: Pearson.
• Reserve Readings and Exercises:
• Some readings will be on reserve (see ERes - “RIL”) .
• Rubrics
• A rubric is a guide, often in the form of a checklist that lists
specific criteria for grading or scoring academic papers, projects,
or tests, or projects.
• The rubric used for this class will be provided to you.

14. Final Project: Portfolio and Presentation
• The Presentation
• 8-10 minutes
• Describing a successful research process
• The Portfolio
• Is the final product of the class
• Contains two parts
• Compilation of homework throughout the semester
• Two brief bibliographies: MLA and APA
Checklists for the contents of the final project are in the
syllabus. A grading rubric will be provided.
• 50 percent of your grade

15. RIL related materials
• Go to the Library Homepage
• Select Quick Links – RIL
http://library.cnr.edu/home/library
• This will take you to the
• RIL Faculty Directory

16. ERes – Electronic Reserves
ERes is the Library’s Electronic Reserves System
• - Go to the Library Home page
• - Under “Resources” select “ERes – Reserves” link
• - At that page click on “ERes Course Reserves Pages”
• - At that page click on the tab “course pages by
Instructor,” then from the drop down menu select
“RIL”

17. LET’S GET STARTED!....
LAB:
• Library Web site
• Virtual Services
• ILLiad

18. Review of The Gill Library Website
•
•
•
•
•
Getting to the Website
Go to http://www.cnr.edu
Academics – Library - Library Web Site
Or Intranet.cnr.edu - Quick Links
Basic Sections:
•
•
•
•
•
•
General
Resources
Services
Help
Search Boxes
News
• Virtual Services
• Virtual Helpdesk
• Ask a Librarian
• Ask Us 24/7 Chat

19. Virtual Reference Services
Ask Us 24/7 Chat
Email a Librarian

20. Let’s take a look at ILLiad
ILLiad is the Library’s automated Interlibrary Loan system
• Go to the Library homepage: www.cnr.edu/home/library
• Go to the Services Section
• Click on Interlibrary Loan

21. Set up an ILLiad Account
• Click on the ILLiad link.
• Create an ILLiad account as directed.

22. Homework
Write a two paragraph essay answering:
-a) Given what we have discussed in class
this evening, we mentioned the importance
of information literacy in libraries and
educational institutions today, what do you
hope to gain from this course?
-b) What are your interests and concerns
about doing research?

23. Homework (continued)
• Text Reading:
• Lester, James D., and James Lester, Jr. “Chapter 3, Organizing Ideas
and Setting Goals.” Writing Research Papers: A Complete Guide 14th
ed. Boston, MA: Pearson, 2012. 1 – 9 and 10 - 19

25. Session 2
• Materials to discuss in session 2
• Review

26. Library Services and Resourses:
we will explore more in-dept
• Gill Library Web site http://www.cnr.edu/home/library
Use Library systems and services such as:
• interlibrary loan,
• electronic reserves,
• specialized subject guides,
• request forms,
• off-campus access,
• virtual services,
• citation managers,
• workshops and tutorial options,
• and other research assistance tools and advanced
database tools.

27. Types and Formats of Information
Primary Sources
• Primary sources are firsthand materials
• They can be in the form of words, images, or artifacts created by
an individual or group of individuals on a particular topic, or
related to a particular event.
• This includes original information before anyone has analyzed,
criticized, commented, restructured, managed or repackaged it in
any way.
• This is direct, immediate, personal evidence of someone’s ideas or
experience.

28. Examples of Primary Sources
• ORIGINAL DOCUMENTS
• Diaries, Journals, Memoirs, Autobiography Speeches, manuscripts,
• letters, interviews, News film footage, Official Records
• CREATIVE WORKS: Poetry, drama, novels, music, art,
• ARTIFACTS: Pottery, Sculpture, Artwork, furniture, clothing, buildings
• Events: Meetings, Conference presentations, proceedings of historical events
• Examples of primary sources include:
1.
2.
3.
4.
5.
6.
-Birth Certificate
-Diary of Anne Frank
-U.S. constitution
-A painting by Picasso
-An audio tape of an oral history project
-A journal article reporting NEW research or findings

29. Secondary Sources
Secondary Sources Interpret, Comment, Criticize, Analyze,
Summarize Primary Sources
They interpret primary information
-Are often written after an event or publication
-Written by individuals with no direct involvement
-Who may be specialists, experts
-Provide critical, historical, psychological.
Examples: scholarly books and text books, journals, magazines,
literary or social criticism, analyses and interpretations

30. Tertiary Sources
• Tertiary sources compile, index, abstract, manipulate, aggregate,
organize and make available other sources.
• -abstracts,
• -bibliographies,
• -handbooks,
• -encyclopedias,
• -indexes,
• -chronologies, etc.
• Tertiary sources can contain references to primary or secondary
sources.

31. Formats of Information
• -Print - books, magazines, journals, documents, manuscripts,
correspondence
• -Digital - Electronic resources available through a computer such as
• -e-books, e-magazines, e-journals, web-based, e-mail, blogs
-Interpersonal – Conversations, interviews, phone calls
-Media – Audio visual materials, film, television, DVD, CD, tape recordings…
-Multimedia – Materials that use multiple formats such as a Powerpoint
presentation with links and visuals, or an interactive game or web-site.

32. Types of Research
•
Popular
Published mostly for recreational and entertainment purposes,
popular publications target a general audience
• and contain informal discussions of topics, opinions, and news
• Example: People Magazine or General Advice Books

33. News Publications
• Like Popular publications News resources
• -May be general or topic based
• Intended for particular or general audience
• - Usually contain current information
• - Often written by several authors, editors, columnists, free-lance writers

34. Sensational Publications
• -Related to popular and News publication types
• Often in newspaper or magazine formats
• - Often Provocative, Inflammatory
• - Simple Writing
• - Can be Flamboyant, Lurid, Loud,
• - Feed on Morbid Curiosity, Gossip

35. Scholarly Publications
• -May be primary or secondary
-Have been evaluated by scholarly peer and experts in a particular
field of study.
• -Intended for scholars, academics, or educated public
• -Provide “in-depth” study, analysis, investigation, description,
evaluation of the topic
• -Disseminate research and challenge ideas
• -Promote academic and professional discussion
• Often have references and bibliographies
• Also referred to as academic
• 0r peer-reviewed publications.
• Examples:

36. Trade Publications
• - Intended for members of a particular vocation
• Business, Organization, or Industry
• -Focus exclusively on articles, information, and advertisements related to that
business, organization or Industry
• Advertisements usually focus on topics related to the trade

37. • http://lib.colostate.edu/howto/poplr.html