October 2014
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10/20/2014
Ensemble Rehearsal

10/20/2014
Student Center Classroom/HUM 299B Honors Program/Andalusia

10/21/2014
SSS Monthly Meeting-Macarthur

10/21/2014
Ensemble Rehearsal

Home - Library - Research Help - Information Literacy - Technical Assignment 2

Technical assignment 2

Big6 Model Assignment: Building Information Skills
Technical Project: Choosing a Multimeter
Problem-Based Activity Using the Big6

Outcome 1: After completing this assignment, the student will recognize the mind steps involved in building information skills.
Outcome 2: After completing this assignment, the student can relate how the steps are important to him in the workforce.

The end product of this activity could be
Part or all of the form being completed by a student or a group.
A business report by a student or a group.
A PowerPoint presentation by a student or a group.
A portfolio to document a students progress or to showcase his work.
Any or all of the above.

Your librarian will be glad to team with you on the assignment. Please set up a planning time with the library before making the assignment.

The librarian could come to your class or you could require that your students go to the library.

You can use this assignment and modify as you see fit.

You could require that the students fill out the form but they would not actually do a paper, presentation or project.

You could have the student fill out some of the form or all of it.

You, the librarian and students could have a brainstorming session where you think out loud about the assignment.

Part of the activities could be done or the entire activity could be done.

Choosing a Multimeter

Your project involves real-life problem solving. Scenario: At work, you have been asked by your supervisor to present information at your next staff meeting. Your managers will use your findings to purchase multimeters for employees to use on their jobs.

You will use at least 3 different types of resources (books, videos, articles, interviews, websites, etc.). You will turn in to the instructor(1) a printout of1 article; (2) a printout from 1 website; (3) completed project. You may choose which form(s) to use to present your information. These along with a grading matrix will be placed in your portfolio. Fill in the blanks below.

Task Definition. Be sure of problem/questions/assignment topic.
What am I supposed to do? Students Answer: I am to use at least 3 resources. My instructor has asked that our group
create a business report and a presentation about choosing a multimeter. The activity can go in my portfolio. My group need s to decide who will be responsible for which part of the presentation.
What is my thesis or problem? What information do I need to complete the project?

Students Answer: I need information about the following: How to work well in a group.
How to create a business report and a presentation .
I need to learn more about portfolios.
I need to find information about multimeters to include -- Definitions
Keywords Background information News Descriptions.
If I interview someone, I need guidelines for interviewing.
Each person in my group will print information from 1 website and from 1 article. One person will interview an expert. The group has decided to do a PowerPoint presentation. We will decide on a design together and what to include on each slide. One person will be the techie and put our slide presentation together. We will all participate in narrating the presentation.
What do I already know?

Students Answer: I know how to create a PowerPoint presentation.
 

Information Seeking Strategies. Identify Resources.
What possible sources might I use?
Students Answer: Library books, textbooks, the Alabama Virtual Library, web sites, interviews, videos.

What sources are best to use?
Students Answer: Web sites; articles; interviews. I need current, reliable information. I know that a commercial website s purpose is to sell me something. I will ask the instructor and library staff for recommendations.

How will I know that a website is a good source of information?

Students Answer: We will be sure to evaluate the website by answering the following questions:
Who created the website?
Is the purpose of the website to sell me something? In that case, are negative points left out or is the site showing bias?
Is it a recommended website?

Location and Access. Gather relevant information.
Where will we find the resources listed in Step 2?
Students Answer:
The article will be obtained from the Alabama Virtual Library database which is accessible from the LBWCC libraries website. I can print the article on the printer in the library. The library staff will demonstrate how to cite the article.
I will ask the library staff to assist me with searching a database. The database recommended is Infotrac General OneFile.
My instructor and/or librarian will recommend/approve the website that I choose. One of the best websites is http://mechatronics.mech.northwestern.edu/design_ref/tools/multimeter.html.
My instructor will recommend/approve someone to interview. I will set up the interview with Mr. Ampere.

How do we find information from within each resource? What will be our search strategy?

Students Answer: Iwill ask the instructor and librarian for suggestions on how to search on the web. I will use a list of keywords to include broad terms, narrow terms and synonyms. I will use tables of content and indexes. I will seek assistance from the library staff and instructor. We will set up an appointment in advance with Mr. Ampere.

Can I defend the resources that I am including?

Students Answer: Yes, I have documented the reasons for choosing the sources of information.

Use of information. Select an approach/theme/strategy.

How will I gather the information?

Students Answer: I will read the information on the websites carefully and print only the parts that answer the questions and the parts that identify the author and purpose. I will use the abstracts opening and closing paragraphs to choose the best articles. Once I am sure, I will print it. I will use a form to fill out the questions and answers in the interview. With my group, we will outline the presentation and have a knowledgeable person critique the draft. We will double-check to be sure that we credit authors for their ideas and words (not plagiarize).

How much of the information is truly relevant?

Students Answer: We will compare our outlines in order to include the information that is most important in
choosing a multimeter.

Do I see any patterns?

Students Answer: The sources give pricing, durability and several other common factors as important in buying a multimeter. Each person in my group has found similar factors for making choices.

How will I record the information? How do I take notes? Would an outline or visual tool help?

Students Answer: Once I have printouts to turn in to the instructor, I will take each source and record the needed bibliographic information using examples given to us by the librarian and instructor. For each source, I will take notes. If I use the exact words or an authors ideas, I will be sure to note it. I will look for relevant graphics to use in the PowerPoint. I will be careful to give credit for the art work or either be sure to use free clipart.

Synthesis. Integrate the information to form solution/answer/new idea.

Who is my audience?

Students Answer: My audience is the instructor, the librarian and my fellow students. However, I will create the report and presentation as if they are to be presented to my management at work.

What is the best format for presenting the results of my research?

Students Answer: I decided to do a PowerPoint presentation as if I were at a business meeting at work.

How is the information organized from multiple sources?

Students Answer: I will use the 5 criteria that I saw used the most in knowing how to choose the multimeter as the main points. I will create an outline and make lists of graphics to use. I will be sure to give credit for others ideas and words on the slides.

Evaluation. eXamine results and refine.

How do I evaluate the project?

Students Answer: I will use the grading matrix that the instructor gave me to double-check my work. I will have my peers evaluate the project.

Did I do my best?

Students Answer: I knew that this activity would profit me in the workforce so I worked hard on it. Since I started the project early, asked for assistance from my instructor and librarian, and respected my fellow group members, I feel that I did my best.

How well did I do with this process?

Students Answer: For the first time doing an assignment with the Big6, I feel that it helped me organize my time and effort.

How would I do things differently next time?

Students Answer: I would suggest that the group members outline each persons responsibilities in writing. I would not hesitate to ask the library staff for help. I would think more about how this process could be used when I am working. I definitely would be sure to write down the complete information for citing where I got my sources and would be sure not to plagiarize.

Lurleen B. Wallace Community College is accredited by the Southern Association of Colleges and Schools Commission on Colleges or SACSCOC to award the Associate in Arts, Associate in Science, Associate in Applied Science degrees and certificates. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Lurleen B. Wallace Community College.