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Core Values

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

 

Core Values:

 

5. 1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.  

 

b.  Identifies and discusses issues related to free vs. fee-based access to information.

 

Librarians explain the difference between locating information in a subscription database vs. locating information on the Internet.

 

Examples:

At the reference desk, students who would like to access an article they have located through Google without incurring a fee may be directed to our subscription databases.

 

Librarians explain the reason for the high costs of library materials when carrying out library instruction.

 

d.  Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material

 

Librarians provide guidance on the use of copyrighted materials.

 

Examples:

When a student makes a request for document delivery, they are informed of the limitations (e.g., percentage of material that can be copied) regarding copyright materials.

 

5. 2. The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.  

 

b.  Uses approved passwords and other forms of ID for access to information resources

 

Librarians provide directions on how to login to our information resources.

 

Examples:

At the reference desk and during library instruction sessions librarians assist students with logging in to the databases, ebooks, A-Z Journal, etc.

 

Students are required to use their SLU- email ID and password to access many of the library's resources; they also use their institutional ID for checking out books and other materials.

 

f.  Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own

 

In library instruction sessions, librarians discuss what constitutes plagiarism.

 

Examples:

In the library session for SLU100, students complete a worksheet that includes a question on plagiarism which requires them to access the plagiarism tutorial on the library website and respond to a plagiarism scenario. 

 

There are multiple opportunities for faculty librarians and the library's writing instrutor to support students' writing and research efforts, including expanding their knowledge about what is and is not plagiarism. Currently, the library offers writing help and formatting templates for APA, MLA, and Chicago, and several tutorials on plagiarism developed by several faculty librarians, including Elana Karshmer, Jacalyn Bryan and Doris Van Kampen-Breit.  Doris Van Kampen-Breit has also worked closely with the Graduate Academic Standards Committee to develop a plagiarism tutorial as a remedial tool for students who have gone before the Committee. There are also other plagiarism tutorials available to the general student body to help them understand what is and is not plagiarism.

 

5. 3. The information literate student acknowledges the use of information sources in communicating the product or performance.

 

a.  Selects an appropriate documentation style and uses it consistently to cite sources

 

Librarians provide information on documentation styles at the reference desk and in library instruction sessions.

 

Examples:

In SLU 200, international students are provided with examples of MLA citations and then asked to select a book and write a citation in that style.

 

At the reference desk and in library instruction sessions students receive instruction in setting up an account and using EasyBib to create

bibliographies with correct citations.

 

The faculty librarians and the writing instructor include information about how to correctly use in-text citations and paraphrased sentences in their papers and projects; there are also several online, just-in-time training resources concerning writing and formatting styles with video tutorials in the LibGuides. Angel Jiminez and Doris Van Kampen-Breit are also working on a series on online workshops to be offered to students on proper paper formatting for MLA. There is already a series offered by the Psychology department for APA. Doris Van Kampen-Breit has assisted Shannon Farris with several of the live seminars during the 2012-2013 academic year.

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