Concepts:

1.1 The information-literate student defines and articulates the need for information.

e. Identifies key concepts and terms that describe the information need.

Librarians assist students in determining relevant search terms for an assignment.

Examples:

Many disciplines have "controlled vocabulary" and acronyms particular to that discipline; faculty librarians work closely with teaching faculty to assist student in developing their understanding of the need for and use of discipline-specific vocabulary and resources, including dictionaries, thesauri, subject encyclopedias, seminal works, handbooks and more. An example of a reference resource which is discipline specific: The CRC Handbook (Chemistry); Sacramentum Verbi (Religion), DSMV (Psychology).

          In PSY161 students are encouraged to use the subject thesaurus in PsycINFO to find appropriate search terms.

In SSC102, students working on the “friend or foe” assignment may be directed to use such terms as “foreign relations” or “diplomacy.”

Within each discipline librarians may direct students to key terms that will appear in databases based on controlled vocabularies.

2. 2.  The information literate student constructs and implements effectively-designed search strategies.

a.  Develops a research plan appropriate to the investigative method

Librarians suggest appropriate formats for research: books, articles, etc.

Examples:

In conducting a literature review for PSY 305, students may be directed to use PsycINFO and APA PsycBooks.

The Library Tutorial explains to the students how to develop a search strategy based on assignments and the types of questions one must generate to successfully complete the assignment.

b.  Identifies keywords, synonyms and related terms for the information needed

Librarians assist students in selecting keywords for their search.

Examples:

In searching for information on the death penalty, a librarian might suggest using the term “capital punishment.”

When a student calls, emails, or uses the Ask A Librarian form online, faculty librarians work with the student to develop the appropriate search terms based on the assignment and the student's preferred database. They also educate the student concerning which databases are more likely to yield higher quality results for specific assignments.

c.  Selects controlled vocabulary specific to the discipline or information retrieval source

Librarians explain the concept of controlled vocabulary in library instruction sessions.

Examples:

In upper level psychology courses, students are introduced to the use of the thesaurus and subject major headings within PsycINFO as a means of determining appropriate search terms.

During library instruction sessions, it is fruitful to explain the concept of discipline-specific vocabulary, and how to sift through a synopsis; an article summary; and the key terms listed by the author(s), to locate and use those terms in one's search.  

d.  Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books)

Librarians assist students in using appropriate commands for their searches.

Examples:

In the librarian instruction session for SLU100, the librarians provide a physical demonstration of the Boolean operators – AND, OR, NOT.

e.  Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters

Librarians provide instruction on using various information retrieval systems.

Examples:

Librarians provide step-by-step instructions in written, verbal, and visual formats on how to use the various databases and walk students through the process.

Many students are not sure how (or where) to get started when assigned a paper or project; faculty librarians walk the student through the process of determining which resources to use, and how to use them.

f.  Implements the search using investigative protocols appropriate to the discipline

Librarians familiarize themselves with protocols appropriate to a specific discipline and provide this information to students.

Examples:

In the annotated bibliography assignment for PSY121, students are shown how to locate primary and secondary sources using the “methodology” section of the record.

3.7 The information-literate student determines whether the initial query should be revised.

b. Reviews search strategy and incorporates additional concepts as necessary

Librarians assist students in expanding a search when needed.

Examples:

At the reference desk, librarians assist students who have not been able to find satisfactory information for their topic by suggesting other search terms and concepts.

Quite often, students get too much information in their search results that have little or no applicability to their research as they "flail around"; faculty librarians help students examine the results returned, determine if the key word search strategies used were effective, and assist the student in reviewing and refining their search criteria, database selection, and terminology.