During your studies you will frequently be asked to write a paper. For such a paper you will need information, but how do you get it? What exactly do you need? Where can you find it? How do you go about it? Almost anyone can use Google, of course, but more is expected of a TU Delft student!
We challenge you to go beyond using the popular search engines. This instruction will help you discover what there is to learn about information skills.

This instruction follows on from the online instruction Information Literacy 1, in which you learned how to find, evaluate and use information. Today’s instruction is intended for advanced users.

Reading list for unit on brainstorming, developing a research question, and beginning your research for reading and composition courses.

This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.

These exercises are originally part of the KLaSS module developed by King's College London Library Services to provide information literacy e-learning to students across our faculties. They were built and developed with Adobe Captivate 9 and published in HTML5 format, suitable for use with Moodle.This set of exercises is designed to provide information literacy support to students in the Faculty of Natural & Mathematical Sciences, which encompasses subjects like Informatics, Computer Science, Mathematics and Geography. The database used to demonstrate the principles is Web of Science, a broad resource holding literature on a wide variety of STEM subjects.The lessons cover the following topics:Planning an effective literature search - how to focus a research question and identify its key topics and componentsFinding literature - how to use different search techniques like truncation in Web of ScienceFinding full text articles in Web of Science - how to use the SFX system to look up the full texts of search results, and what to do if you don't immediately get accessWeb of Science Search Tips - using slightly more advanced techniques to run better searches, like using phrase searchingCombining searches in Web of Science - how to use AND & OR to broaden and refine seaches in Web of Science to retrieve relevant articles and informationFiltering search results in Web of Science - how to use Web of Science's filtering options to futhere refine results and exclude irrelevant articlesEach topic has a demonstration video, narrated by the author Tom Edge.The exercises have been published in HTML5 format so they should be compatible with any modern LMS. The authors have only used these files in Moodle 3.0, so cannot offer support for another LMS.

The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.

The project asks students to explore the connection between racial discrimination and racial disparities in U.S. prison populations using credible sources of information including qualitative and statistical methods. The resource was developed by a faculty member and librarian in order to promote using library resources in the classroom. It was designed to encourage information literacy among students.  

Can we really trust our perception? This post outlines some common ways that our brains perceive or interpret information in a way that does not produce accurate knowledge.

Learn how to evaluate medical information as a non-medical expert using information literacy principles such as currency, noting research questions and methods and verifying claims with multiple sources.

Deb Baker created this after consulting with faculty, librarians, and colleagues from around the country. The idea was to create a practical tool for assessing information literacy that anyone could use, was easy to norm, and focused on what students could do and where research instruction could be improved to increase students' information literacy. This rubric can help improve student success and information literacy learning outcomes in research assignments for any course. Used early in the semester it can serve as a diagnostic tool for supporting student researchers in developing the skills and habits of mind needed to successfully find and use information to answer a question, support a thesis, or solve a problem. Students could even use it to self-assess.

Cover photo by Glenn Carstens-Peters on Unsplash

This book acknowledges our changing information landscape, covering key concepts in information literacy to support a research process with intention. We start by critically examining the online environment many of us already engage with every day, looking at algorithms, the attention economy, information disorder and cynicism, information hygiene, and fact-checking. We then move into an exploration of information source types, meaningful research topics, keyword choices, effective search strategies, library resources, Web search considerations, the ethical use of information, and citation.

This book acknowledges our changing information landscape, covering key concepts in information literacy to support a research process with intention. We start by critically examining the online environment many of us already engage with every day, looking at algorithms, the attention economy, information disorder and cynicism, information hygiene, and fact-checking. We then move into an exploration of information source types, meaningful research topics, keyword choices, effective search strategies, library resources, Web search considerations, the ethical use of information, and citation.

To learn ArcExplorer GIS, students perform these four exercises using data sets of Brooklyn and water quality data collected at various locations in Prospect Park, Brooklyn. Through these exercises, the students gain an understanding of how GIS works and what can be done. Ideally, the students should collect the water data and locate the sampling sites using a GPS. If lab time is limited, water data and site locations can be provided. Combining field data with existing data sets helps make the GIS applications more understandable and relevant to the students. As a final product, students create a map using a variety of GIS data layers. They also examine spatial patterns and use GIS to generate questions and hypotheses. Uses online and/or real-time data Addresses student fear of quantitative aspect and/or inadequate quantitative skills

This 2-credit course provides an introduction to research by learning to identify, find, evaluate, incorporate, and cite appropriate sources using a range of research tools. This course is designed for an online class environment and was taught as such in Spring 2020. The course materials have been collaboratively developed by Tacoma Community College librarians, and uses a combination of openly licensed, open access, and library resources.

This new publication by UNESCO is a timely resource and highly topical subject for all those who practice or teach journalism in this Digital Age. UNESCO's new handbook is an essential addition to teaching syllabi for all journalism educators, as well as practising journalists and editors who are interested in information, how we share it and how we use it. It is mission critical that those who practice journalism understand and report on the new threats to trusted information. Political parties, health professionals, business people, scientists, election monitors and others will also find the handbook useful in navigating the information disorder. Written by experts in the fight against disinformation, this handbook explores the very nature of journalism - with modules on why trust matters; thinking critically about how digital technology and social platforms are conduits of the information disorder; fighting back against disinformation and misinformation through media and information literacy; fact-checking 101; social media verification and combating online abuse. The seven individual modules are available online to download that enables readers to develop their own course relevant to their media environment.
This handbook is also useful for the library and information science professionals, students, and LIS educators for understanding the different dimensions of fake news and disinformation.

Table of Contents
Module One | Truth, Trust and Journalism: Why it Matters | by Cherilyn Ireton
Module Two | Thinking about "Information Disorder": Formats of Misinformation, Disinformation and Mal-Information | by Claire Wardle & Hossein Derakshan
Module Three | News Industry Transformation: Digital Technology, Social Platforms and the Spread of Misinformation and Disinformation |by Julie Posetti
Module Four | Combatting Disinformation and Misinformation Through Media and Information Literacy (MIL) | by Magda Abu-Fadil
Module Five | Fact-Checking 101 | by Alexios Mantzarlis
Module Six | Social Media Verification: Assessing Sources and Visual Content | by Tom Trewinnard and Fergus Bell
Module Seven | Combatting Online Abuse: When Journalists and Their Sources are Targeted | by Julie Posetti

Additional Resources: https://en.unesco.org/fightfakenews

An OER which highlights the importance of information literacy in this day and age of the fourth information revolution and shares some of the tips and tricks accumulated by a distance learner at the University of the Philippines Open University.

Outline of the Content:

1. Home
2. What is Information Literacy?
3. Information Literacy and Online Learning
4. Finding High-Quality Information Online
5. Wikipedia for Academics
6. Sharing Your Works Online
7. Recommended Resources
8. About the Author

A freshman composition textbook used by the English Department of Virginia Western Community College (VWCC) in Roanoke, Virginia. It aligns with ENG 111, the standard first-year composition course in the Virginia Community College System (VCCS). The ten chapter headings are:

1. Chapter 1 - Critical Reading
2. Chapter 2 - Rhetorical Analysis
3. Chapter 3 - Argument
4. Chapter 4 - The Writing Process
5. Chapter 5 - Rhetorical Modes
6. Chapter 6 - Finding and Using Outside Sources
7. Chapter 7 - How and Why to Cite
8. Chapter 8 - Writing Basics: What Makes a Good Sentence?
9. Chapter 9 - Punctuation
10. Chapter 10 - Working With Words: Which Word is Right?

This book was created by the English faculty and librarians of VWCC using Creative Commons -licensed materials and original contributions.

Students analyze an individual student's case of library anxiety. Case study intended to help students identify their own library anxiety and articulate ways of managing it.

Part 10 of 15.Introduces the Alabama Virutal Library (AVL).  Includes outline for an assignment.