INLS 151 retrieving analyzing information rachael clemens spring

INLS 151 retrieving & analyzing information rachael clemens spring 2016

today’s class what will you learn in this course? where does it fit in your college education? what are your responsibilities? syllabus roster / attendance / waitlist discussion groups quiz

housekeeping items • restrooms – left out of classroom, right down hallway past vending machines • • water fountain – hallway elevator (basement, SILS Library, 2 nd & 3 rd floor) SILS Library/Lab – 1 st floor BSIS Maj/Min (not required if admitted to UNC 2014+)

course description introduction to and application of the processes that can be used in seeking information, evaluating the quality of the information retrieved, and synthesizing the information into a useful form.

course description introduction to and application of the processes that can be used in seeking information, evaluating the quality of the information retrieved, and synthesizing the information into a useful form.

course description introduction to and application of the processes that can be used in seeking information, evaluating the quality of the information retrieved, and synthesizing the information into a useful form.

course description introduction to and application of the processes that can be used in seeking information, evaluating the quality of the information retrieved, and synthesizing the information into a useful form.

core concepts information science technology people

information what is information? structured & non-structured data information storage & archives organization of information needs metadata

t e c h n o l o g y information retrieval systems ‘big data’ usability studies relevance social networks digital archives *focusing primarily on digital systems

e scholarly communication cycle context expertise decisionmaking models of info behavior p e o p l data and information quality criteria

today’s class what will you learn in this course? [hand out syllabus]

today’s class what will you learn in this course? where does it fit in your college education? – application to other classes/projects – strategies for searching for information, literature, data, statistics – criteria for evaluating information – vocabulary to talk about quality of information – scientific research process & methods – using information – lifelong learning

information in support of your decision-making… Class participation (average of 3 status reports in semester) 10 points Discussion questions (3) 6 points (2 pts each) Homework assignments (5) 15 points (3 pts each) Midterm exam 10 points Data to Story Project 39 points Final exam 20 points 100 Total

class websites course website: ils. unc. edu/courses/2016_spring/inls 151_002/ forum in Sakai: https: //sakai. unc. edu INLS 151. 002. SP 16 (we only use Sakai for posting discussion questions)

today’s class what will you learn in this course? where does it fit in your college education? what are your responsibilities? syllabus roster / attendance / waitlist question for you about Student Success Workshop discussion groups quiz

Student Success Workshop – Do we want to have one? Utilizing University Resources
Where is the Writing Center? Do students need an appointment to go to Counseling and Wellness Services? What do I do during an academic advising appointment? This workshop will provide students with an overview of the many resources available at Carolina and strategies to take full advantage of these resources. This workshop may be especially helpful for classes with a high enrollment of first year students. Growth Mindset Growth mindset is a concept developed by Stanford psychologist Carol Dweck. Students with a growth mindset believe that they can increase their abilities with quality time, effort, and resources. Students who choose to develop a growth mindset are more likely to bounce back from academic setbacks, to find resources to persist through challenge, and to enjoy the process of learning. This workshop will provide students with an understanding of mindset, the benefits of a growth mindset, as well as strategies for developing and maintaining a growth mindset in their everyday academic experiences. Setting Goals and Developing Habits for Academic Success
Research shows that successful students set clearly defined and obtainable goals. Students in this workshop will engage in goal-setting activities, as well as learn about the techniques that allow successful students to be most effective and efficient with their time and energy. Students will leave this workshop with specific tools and strategies for active listening, note taking, reading, and studying. Time and Motivation: Managing the Most Valuable Student Resources
Poor time management and procrastination are two of the biggest challenges students face. This workshop will provide students with direct instruction on how to effectively manage their time, avoid procrastination, and sustain academic motivation.

in groups of 3… 1. introduce yourself to your colleagues 2. what are your most frequent sources for information? List 5 places or people or sources that folks in your group consult/monitor most frequently for information. 3. what do you find most challenging about the whole process of information seeking? 4. how could a class on retrieving and analyzing information be most beneficial to you? what would you like to learn?