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‘How would you introduce academic resources to a first year undergraduate student?’
Transcript of ‘How would you introduce academic resources to a first year undergraduate student?’
‘Knowing when and why you need information, where to find it, and how to evaluate, use and communicate in an ethical manner’ – CILIP
How would you introduce academic resources to first year undergraduate students?
‘the ability to identify, assess, retrieve, evaluate, adopt, organise and communicate information within an iterative context of review and reflection’ – JISC
things to remember:
- Make it engaging for the user
- Make it straightforward (no jargon!)
What's in it for them????
aims of the session
Showing the student how we can help
- listing resources
-explaing how use of these resources can benefit them
-encouraging them to think differently about academic resources (not just Wikipedia and Google Scholar)
-A wider range of sources in a bibiography is likely to improve essay marks
-By taking a few minutes to learn how to structure and refine searches you get more credible, better quality sources of information
- Avoid giving students 'information fatigue'
‘Google can bring you back 100,000 answers, a librarian can bring you back the right one.’
-Neil Gaiman (author of Coraline and many other books)
Planning the session:
Have your aims set out so that students know what to expect
Keeping students engaged!
Feedback cards to fill in
use clickers or 'Poll Everywhere' to ask students what they are most confident about and least confident about
planning your session
Set the context for why learning to use academic resources is important
Have a structure and explain how and why you are going to introduce resources
Encouraging them to construct their own search and look at the results
1st year students don't need ALL the information, just the essentials for their study needs
Planning the session:
2 key issues in introducing resources
Make it engaging
Make it straightforward