The LS 301: Research Skills for Healthcare course helps students develop strategies to identify, find, evaluate, incorporate, and cite appropriate sources used in healthcare. Evaluation and use of sources specific to healthcare are emphasized. This is a 2-credit course for a Health Information Management (HIM) Bachelor program.

What is information literacy? Simply put, it's the skills and habits that allow you to find and use information. At MCC it is a Core Learning Outcome -- one of the areas you will demonstrate competency in before you graduate. In the Academic Catalog, MCC states that Information Literacy is:

"The ability to know when there is a need for information, to be able to identify, locate, evaluate and effectively and responsibly use and share that information for the problem at hand."

The way information literacy is assessed at MCC is through research assignments. When you see instructions that ask you to find, use and cite sources, you're doing research.

This course will help you succeed in research assignments.

It is divided into five self-paced chapters that progress through the stages of a student research process. Each chapter should take roughly 30 minutes to complete, and covers two to three learning outcomes that align with the Framework for Information Literacy in Higher Education, adopted by the Association of College & Research Libraries (ACRL) in 2016.

This course is adapted by Deb Baker from "Information Literacy for College Students" by Amanda Burbage & Olivia Reinauer, licensed under CC BY 4.0. Many resources included in the course have been reused/remixed and may hold different versions of Creative Commons licenses. Please note that if you use or adapt any of the individual resources this course, you should abide by the licensing for that specific resource.

These chapters present a series of short readings with discussion questions and exercises related to basic research skills.  Topics relate to the whole research process from identifying a topic through presenting one’s own work and address both library research as well as searching for and evaluating sources on the open web.

This work was originally created to serve the needs of IS1111 Tackling a Wicked Problem taught at Plymouth State University.  You can see these chapters in the context of the other course readings at wicked-problem.press.plymouth.edu.  This version has been revised to remove references to institution-specific resources and programs in the hopes that these chapters may be useful in other contexts.

While the title, Researching Wicked Problems, implies a narrow applicability, this content addresses basic information literacy skills useful in a variety of contexts at a level appropriate for first year college students.

This course has been designed to enable you to focus your learning on specific areas of improvement. Unlike a typical college course where you would complete lessons in chronological order, this course allows you to focus on just specific skills. Modules include: Grammer, Pre Writing, and Writing

Contains files to print and play SEEK!, a card game to help students improve their information literacy - in particular, the ability to construct a search strategy.

SIFT is an evaluation strategy developed by digital literacy expert Michael Caulfield (Washington State University Vancouver) to help you judge whether or online content can be trusted for credible and reliable information. The SIFT strategy is quick, simple, and can be applied to various kinds of online content: social media posts, memes, statistics, videos, images, news articles, scholarly articles, etc.

SIFT stands for:
STOP
INVESTIGATE THE SOURCE
FIND BETTER COVERAGE
TRACE CLAIMS, QUOTES, AND MEDIA BACK TO THEIR ORIGINAL CONTEXT

Recorded webinar session from March 2, 2016, presented as a professional learning component to STEM teacher and school librarian participants of the IMLS funded School Librarians Advancing STEM Learning (#SLASL 2016) project. Webinar #1: Selecting Standards & Creating Learning Objectives.

Session as part of the CCC Digital Learning Day 2019 under the theme "Exploring Digital Literacies Across the Curriculum".

Do you struggle with getting your students to use quality, relevant resources in their research assignments? In this session, librarians will share best practices for scaffolding information literacy into your classroom curriculum through Canvas. Information literacy involves recognizing when information is needed and being able to locate, evaluate, and use that information effectively. We will discuss information literacy scaffolding in your syllabi, assignments, rubrics, and resources in your course.

This lesson on the nature and cost of scholarly publishing could be taught by
itself, or as part of a series on scholarly communication, or as a small part of a larger lesson on
information privilege.

Jumping into research on a specific subject may feel overwhelming when faced with the vast amount of information that has been published on the subject. In this lesson, students will discover how research is like a conversation that takes place between scholars in a field and will investigate ways they can become part of the conversation over time.

In small groups students give a presentation examining how the popular media reports scientific findings.

The Search Strategies lesson is mapped to the Searching as Strategic Exploration Frame and introduces the concept of strategic searching in order to use search tools more effectively. By understanding strategic searching techniques, students will be able to not only compose an initial search query, but will be able to refine and revise their search in order to locate relevant sources. In this lesson students will learn how to:

Identify keywords and search terms
Strategically combine search terms using Boolean operators and punctuation
Evaluate search results to apply useful search refinements

Searching as Information Literacy: Unpacking the ACRL Frame of Searching as Strategic Exploration is an OER that includes a podcast, blog and associated exercise. Three University of Ottawa librarians are interviewed on search challenges they have encountered and their proposed search strategies as it relates to the ACRL framework: Searching as Strategic Exploration.

Interview 1: Thinking Outside the Box

Interview 2: Selecting Appropriate and Relevant Search Terms

Interview 3: Rethinking the Value of Google

Created by students in ISI 6372 Information Literacy at the University of Ottawa, Winter 2020.

This lesson plan was created by Stefanie Green as part of the 2020 NDE ELA OER Project. This Research Kick-Off lesson plan is designed for senior-level students and would most effectively be taught in collaboration between an English teacher and a school librarian. The lesson will take approximately 80 minutes. View the Google Slides presentation here: https://tinyurl.com/y5nvtbfu

A short introduction to the concept of social bookmarking, using Delicious as the example.

An introduction to Social Media via a story about a small town with many flavors of ice cream.

A range of online guides and modules that offer students essential information about the Library’s services, the digital learning environment and digital literacy skills, finding and evaluating sources of information, and academic writing and the assignment process.

Study Smart can be used to develop information research and literacy skills and achieve assignment success at university. Choose one module or complete all four.

This is a 2-page "quick guide" handout about evaluating sources and a basic framework that students can use to evaluate their topics and analyze how well their sources support those topics.

This is a 1-page "quick guide" handout about how to start a search for a research inquiry or assignment. The handout includes brief tips for getting an overview of your topic, how to see all resources at the TCC Library on a topic, how to find the right article databases, and how to find viewpoints or a newspaper editorial.