Evaluative Argumentative Essay Topics and Sample Information Literacy Workshop Presented by by vtm11872

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									          Information Literacy
               Workshop

            Presented by Dr. Judith Kizzie & Laura Yoo
                   at Howard Community College
                         on August 22, 2006


NOTE: This is the PowerPoint that supported the overall presentation.
           Table of Contents
•   Writing Intensive Program at HCC
•   What is information literacy?
•   Information Literacy & Critical Thinking
•   Online Resources
•   Sample assignments
Writing Intensive Program at HCC:
Mission
• HCC Writing Intensive Program fosters students' abilities to write
   effectively in their respective disciplines. Towards that end, the program
   provides essential support, services, and ample resources to help faculty
   design and implement the writing-across-the-curriculum program.

Goals
• To improve the effectiveness of students' writing
• To teach students the conventions of writing in different disciplines and
   how to address different audiences
• To foster the goals of the General Education Program as they relate
   to academic literacy and critical thinking skills

Objectives
• To promote effective communication among writing intensive faculty
• To provide opportunities to discuss and refine the definition of effective
   writing in a variety of disciplines
• To encourage current pedagogical practices through reevaluation and with
   updated resources
    Writing Intensive Courses at HCC
•   ENGL 115 CREATIVE WRITING              •    HMDV 200 LIFE SPAN DEVELOPMENT
•   ENGL 200 CHILDREN’S LITERATURE         •    HIST 121 THE ANCIENT WORLD: PREHISTORY TO
•   ENGL 201 AMERICAN LITERATURE I              THE MIDDLE AGES
•   ENGL 202 AMERICAN LITERATURE II        •    HIST 122 WESTERN CIVILIZATION AND THE PRE-
•   ENGL 203 ENGLISH LITERATURE I               MODERN WORLD
•   ENGL 204 ENGLISH LITERATURE II         •    HIST 123 WESTERN CIVILIZATION AND THE
                                                MODERN WORLD
•   ENGL 205 THE SHORT STORY               •    HIST 111 AMERICAN HISTORY TO 1877
•   ENGL 206 AFRICAN-AMERICAN LITERATURE   •    HIST 112 AMERICAN HISTORY SINCE 1877
•   ENGL 207 ETHICS IN LITERATURE          •    HIST 201 EUROPE IN THE TWENTIETH CENTURY
•   ENGL 208 TWENTIETH CENTURY POETRY      •    HIST 211 EAST ASIAN CIVILIZATION-CHINA,
•   ENGL 209 MODERN DRAMA                       JAPAN AND KOREA
•   ENGL 210 INTRODUCTION TO FICTION,      •    HIST 213 HISTORY OF MODERN RUSSIA
    POETRY AND DRAMA                       •    HIST 226 HISTORY OF AFRICAN AMERICAN
•   ENGL 211 SCIENCE THROUGH SCIENCE            EXPERIENCE
    FICTION                                •    POLI 101 AMERICAN FEDERAL GOVERNMENT
•   ENGL 212 BY AND ABOUT WOMEN            •    POLI 201 COMPARATIVE GOVERNMENT
•   ENGL 215 ADVANCED CREATIVE WRITING     •    ECON 101 PRINCIPLES OF ECONOMICS (MACRO)
•   ENGL 225 INTRODUCTION TO WORLD         •    ECON 102 PRINCIPLES OF ECONOMICS (MICRO)
    LITERATURE
•   ENGL 250 SHAKESPEARE FROM PAGE TO      •    ECON 201 MONEY AND BANKING
    STAGE                                  •    ECON 205 INTERNATIONAL ECONOMICS
•   PSYC 101 GENERAL PSYCHOLOGY            •    GEOG 101 INTRODUCTION TO WORLD
•   PSYC 102 ADVANCED GENERAL PSYCHOLOGY        GEOGRAPHY
•   PSYC 202 SOCIAL PSYCHOLOGY             •    GEOG 102 ELEMENTS OF CULTURAL
                                                GEOGRAPHY
•   PSYC 203 ABNORMAL PSYCHOLOGY           •    GEOG 201 ECONOMIC GEOGRAPHY
•   PSYC 204 ADOLESCENT PSYCHOLOGY
•   SOCI 101 INTRODUCTION TO SOCIOLOGY
•   SOCI 102 SOCIAL PROBLEMS
•   SOCI 105 INTRODUCTION TO CULTURAL
                                               http://www.howardcc.edu/writingintensive/proto/
    ANTHROPOLOGY
When we ask students…
•   to summarize or paraphrase what was read
•   to pin-point the main idea of what was read
•   to compare/contrast information from two or more sources
•   to read and evaluate a piece of writing or specific information – do you
    agree or disagree?
•   to write a researched essay
•   to find information on the internet
•   to use library resources
•   to use a library database
•   to determine the usefulness of a source
•   to comment on the validity, the legitimacy, or the relevance of a source
•   to find a “scholarly” source
•   to make connections between readings
•   to cite sources

                               … we are encouraging
                            information literacy skills
But what IS information literacy?
The Association of College & Research Libraries (a division of the
    American Library Association) defines it as the ability to:

•    Determine the extent of information needed
•    Access the needed information effectively and
     efficiently
•    Evaluate information and its sources critically
•    Incorporate selected information into one’s
     knowledge base
•    Use information effectively to accomplish a specific
     purpose
•    Understand the economic, legal, and social issues
     surrounding the use of information, and access and use
     information ethically and legally
Critical Thinking
• Information literacy is critical thinking
• Information literacy is not just computer literacy – many of
  our students may be computer-savvy but not
  information-savvy
• Knowing what information is needed, knowing how to
  get it, and how to use it are key to information literacy
• Showing how we exercise information literacy in real-life
  situations will help students better understand not only
  the concepts but also the importance of information
  literacy skills
• Many primary and secondary schools recognize
  information literacy as critical to student success (see
  Big6 and SOS, for example) and librarians are playing
  important roles in promoting information literacy
SAMPLE ASSIGNMENTS

The sample assignment prompts that follow are examples of
   assignments that encourage information literacy skills.

How to read the sample assignments:

•   The left column is the assignment prompt. The right column lists the
    specific outcomes that are being encouraged in the assignment sheet.

•   The roman numeral indicates the standard, the Arabic numeral indicates
    the performance indicator under that standard, and the alphabet indicates
    the specific outcome under that performance indicator.

•   Refer to the standards issued by Association of College and Research
    Libraries (a division of the American Library Association)
    http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.
    htm#stan (there is an option to view the PDF version of this information)
   Assignment Example: Researched Essay
Essay 3: Research Essay (for College Composition II)
Choose one of the following topics and write a 6-7 page informative                    Relevant Standards,
    (researched) essay with a thesis statement that clearly states your                Performance Indicators,
    argument (your position).
                                                                                       and Outcomes
A. Bilingual Education: Should we or shouldn’t we?
      Using Richard Rodriguez’s essay, the three corresponding essays we           I.1.b: Develops a thesis statement
      read in class, and your own research, you will write an essay that is
      informative and argumentative. By providing extensive information on              and formulates questions based
      this issue, you will argue for or against bilingual education. You may            on the information need
      want to incorporate real cases of implementation of bilingual education
      curriculum and provide some of the opponents’ views as well as the           I.1.c: Explores general information
      proponents’ views so that your own argument is a part of the ongoing              sources to increase familiarity
      discussion about this issue. [I.1.b; I.1.c]                                       with the topic
B. Justice for All: “Doing Time in the Thirteenth Chair” and “I, the
      Juror”
      Using these two essays, you will write a research essay that is              III.2.b: Analyzes the structure and
      informative and argumentative. Find out under what circumstances one
      would be tried by a jury and the ideas and theories behind the jury               logic of supporting arguments
      system. More importantly, explore the ways in which this system works             or methods
      or doesn’t work. You may incorporate a real (and fairly well known)
      court case as an example. However, if you cite such a case, be sure to       I.1.a: Confers with instructors and
      stay within this topic of jury system (don’t digress into the crime or the        participates in class discussions,
      trial as a whole). The main texts of your essay will be the                       peer workgroups, and
      abovementioned essays by Joyce Carol Oates and Scott Russell Sanders.
      [III.2.b]                                                                         electronic discussions to
C. Design your own topic                                                                identify a research topic, or
      You don’t like the suggested the topics? If there is an issue that derives        other information need
      from one or two of our readings throughout this course that interest
      you, please discuss your ideas with me as soon as possible. Your topic
      needs to be clearly defined and relatively specific so that your 6-8 page
      paper can cover the topic thoroughly. You must get a paper topic
      approval from me by Friday, November 11. [I.1.a]
[sample essay assignment continued]                Relevant Standards, Performance
                                                      Indicators, and Outcomes
RESEARCH REQUIREMENTS [I.2.c]
• You MUST incorporate at least seven              I.2.c: Identifies the value and differences of
   research materials into your essay (works            potential resources in a variety of
   cited). Of these seven, at least one must            formats (e.g., multimedia, database,
   be a reliable website, one a reliable journal        website, data set, audio/visual, book)
   or magazine, and one a reliable book. You
   must correctly use the MLA
   documentation style in your essay. We will      II.5.c: Differentiates between the types of
   visit the library for an orientation on how          sources cited and understands the
   to get the information you need. Start               elements and correct syntax of a
   your research as soon as possible so that            citation for a wide range of resources
   you have plenty of time to collect, read,
   sort, and understand the information you        II.5.d: Records all pertinent citation
   gather. [II.5.c; II.5.d; V.3.a]                      information for future reference

OTHER REQUIREMENTS                                 V.3.a: Selects an appropriate
• LENGTH: 6-7 pages (about 1500-1800                   documentation style and uses it
  words)                                               consistently to cite sources
• FONT:12 point Times New Roman
• Final Draft Portfolio must include:              II.2.a: Develops a research plan
  annotated bibliography (with my                       appropriate to the investigative
  comments on it); essay plan (with my                  method
  initials); peer-reviewed 1st rough draft
  (with comments); peer reviewed 2nd rough
  draft (with comments); final draft [II.2.a]
   Assignment Example: Annotated Bibliography
WHY?
                                                          Relevant Standards, Performance
                                                             Indicators, and Outcomes
This assignment is designed to help you organize
     your ideas, your resources, and how you might
     approach this project, for writing a research        I.3.c:Defines a realistic overall plan and
     paper needs to be very methodical. The                    timeline to acquire the needed
     annotated bibliography also helps you sort your           information
     research materials. (It also helps you begin
     thinking about your final paper early in the
     semester so that you do not have to rush to          I.1.b: Develops a thesis statement and
     write your final paper in the last few hectic days
     of the semester.) [I.3.c]                                 formulates questions based on the
                                                               information need
WHAT?
                                                          I.2.c: Identifies the value and differences
Part 1: The Summary/Proposal                                   of potential resources in a variety of
Your summary/proposal should answer some of the                formats (e.g., multimedia, database,
     following questions: What is (are) your main
     text(s) (movie/story/essay/play)? What is your            website, data set, audio/visual, book)
     working thesis statement? [I.1.b] What are you
     interested in researching and finding out? What
     is your method? [I.2.c]                              III.2.a: Examines and compares
Part 2: The Annotated Bibliography                             information from various sources in
An annotated bibliography is a list of citations to            order to evaluate reliability, validity,
     books, articles, and documents. Each citation is          accuracy, authority, timeliness, and
     followed by a brief descriptive and evaluative
     paragraph called the annotation. These                    point of view or bias
     annotations inform the reader of the relevance,
     accuracy, and quality of the sources you intend
     to use in your research paper. [III.2.a]
[sample annotated biliography assignment
       continued…]                                      Relevant Standards, Performance
                                                           Indicators, and Outcomes
HOW?
                                                        I.2.c: Identifies the value and differences of
1.     Locate [I.2.c & e] and record citations to             potential resources in a variety of formats
       books, websites, periodicals, and documents            (e.g., multimedia, database, website, data
       that may contain useful information and                set, audio/visual, book)
       ideas on your topic.
2.     Review the actual items (and not just the
       summaries or reviews of the items). At this      I.2.e: Differentiates between primary and
       point, read the introduction, the abstract, or         secondary sources, recognizing how their
       browse carefully to determine if the material          use and importance vary with each
       will be useful for your topic. [III.1.a]               discipline
3.     Choose those items that you want to
       include in your essay (minimum 7).               III.1.a: Reads the text and selects main ideas
4.     Cite your sources using MLA
       documentation style. (see Bedford                V.3.a: Selects an appropriate documentation
       Handbook) [V.3.a]                                     style and uses it consistently to cite sources
5.     Write a concise annotation that summarizes
       the central theme and scope of the book or       III.2.a: Examines and compares information
       article. [III.2.a] Include 3-5 sentences that:         from various sources in order to evaluate
      –       evaluate the authority or background            reliability, validity, accuracy, authority,
              of the author,                                  timeliness, and point of view or bias
      –       comment on the intended audience,
              [I.2.d]                                   I.2.d:Identifies the purpose and audience of
      –       compare or contrast this work with              potential resources (e.g., popular vs.
              another you have cited, and/or                  scholarly, current vs. historical)
      –       explain how this work illuminates your
              bibliography topic.
    Online Resources
•   HCC Library’s Information Literacy Training -
    http://library.howardcc.edu/Faculty/FacultyMain.htm

•   HCC Library’s Paper Topic Ideas -
    http://library.howardcc.edu/PaperTopics/PaperTopics.htm

•   Association of College and Research Libraries (ACRL) – a division of American
    Libraries Association. HCC’s information literacy workgroup has decided to use the
    standards set forth by the ACRL.
    http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm

•   Big6 – developed by two educators, it is one of the widely known framework for
    teaching information and technology skills, especially in elementary and secondary
    education http://www.big6.com/index.php

•   SOS of Information Literacy - web-based multimedia resources for educators
    http://www.informationliteracy.org/default.php

•   National Forum on Information Literacy – http://www.infolit.org/

•   DORIL – this is an online directory of electronic resources for librarians and educators.
    http://bulldogs.tlu.edu/mdibble/doril/
Work together!
 One of the best ways to learn more about
 information literacy and how you can
 incorporate its specific outcomes into
 your courses is to contact the college
 librarians and work with them in
 designing and implementing assignments.
 Only through collaborative efforts, can we
 help our students become information
 literate citizens.

								
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