| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

View
 

Conclusions and Interpretations

Page history last edited by Jackie Bryan 7 years, 5 months ago

 

Conclusions and Interpretations:

 

3.3 The information-literate student synthesizes main ideas to construct new concepts.

 

b.  Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information.

 

Librarians, and the library writing instructor, assist students in finding additional information through individual consultations.

 

Examples:

A student writing a research paper on hydraulic facturing (fracking) or other contentious issues will need to examine all perspectives, locating and synthesizing information that is at times divergent in its perspective; the student may need to consult numerous resources such as Access Science or CQ Global Researcher in order to develop their own opinion, and formulate a thesis statement before beginnign on their paper.

 

3.4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information..  

a.  Determines whether information satisfies the research or other information need.

 

Librarians emphasize the concept of “relevance” in searching for information.

 

Examples:

In upper level psychology classes, librarians encourage students to read the abstract of an article to see if it is relevant to their research.

 

In SSC102, students are encouraged to evaluate information for any bias by reading the "About" section on websites.

 

b.  Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources

 

Librarians suggest additional resources to validate information.

 

Examples:

In SSC 102, students who have used ProQuest Newsstand to find newspaper articles for their assignment, may be directed to consult the CIA World Factbook or another source to validate the information.  

 

Librarians often recommend that students peruse a book or article's Works Cited page in order to identify additional resources that may not have been found during the initial search.

 

c.  Draws conclusions based upon information gathered

 

Librarians design problem-based activities requiring students to draw conclusions.

 

Examples:

In COM130, students are asked to find information on tablets and ipads and draw conclusions as to which is better suited to a hypothetical situation.

 

In SSC101, students are asked to complete a series of interviews and write a paper that discusses the importance of cultural diversity and reflects the values of Respect and Community for people of other cultures.  

 

e.   Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies,

and the reasonableness of the conclusions.

 

Librarians assist students in determining the accuracy and authority of information.

 

Examples:

In SLU200, librarians demonstrate how to determine the accuracy and authority of a website by comparing the CIA World Factbook website to DHMO.org (a fictitious site).

 

The Library Tutorial assists students in understanding how to evaluate information resources, in order to verify information found online and in databases, by determining the accuracy, authority, objectivity, etc. of the resource.

 

f.   Integrates new information with previous information or knowledge.

 

Librarians can assist students in making connections between previous information and new information.

 

Examples:

In library sessions for upper level courses, concepts that were introduced in SLU100 Introduction to the University Experience are reviewed and developed to a further extent.  

 

Librarians explain during instruction sessions that search techniques and strategies used within one database (say, EBSCO) can be applied when searching any other (ProQuest, JSTOR, etc.).

 

 

g.  Selects information that provides evidence for the topic

 

Librarians guide students to resources that are relevant to the topic.

 

Examples:

Students seeking articles for a business course assignment might be guided to begin with EBSCO Business Source Complete and Proquest ABI/Inform.

 

Librarians explain that databases often have specific focuses, so students should take the time to read up on the databases provided.

 

3.6.      The information literate student validates understanding and interpretation of the information through discourse with other individuals,

            subject-area experts, and/or  practitioners.

 

c. Seeks expert opinion through a variety of mechanisms.

 

Librarians can suggest non-traditional information resources.

 

Examples:

 A librarian may suggest that a student seek expert opinion through interviews, e-mail, listservs, dissertations, etc.

 

A faculty librarian may help a student develop their own SWOT analysis for Sport Business or other business classes if one is not available, contacting CEOs and CFOs in order to obtain the information.

  

Not all information is readily available online via google, or even in research databases; there are times when a student may need to become an investigator in their own right, contacting agencies and key people in their field to ask for access and assistance in locating and evaluating raw data, such as might be available from the Centers for Disease Control, National Institutes of Health, a local crisis counseling center, a local school system, etc.

 

Comments (0)

You don't have permission to comment on this page.