Difference between revisions of "Teaching Tips"

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(Standard One)
(Standard Two)
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===Standard Two===
===Standard Two===
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|width="900pt"|'''TEACHING TIPS'''
===Standard Three===
===Standard Three===

Revision as of 09:15, 6 July 2009

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Standard One

Students handle print versions of each type and identify facets/characteristics of each. Let them see that there is a spectrum to the types of publications available. Standard 1.2.a
Give your students a quiz and ask them to identify whether a resource is popular/scholarly and primary/secondary/tertiary. Choose some examples that are clear and others that are more complex. Discuss. Standard 1.2.a
Search variety of internet search engines and library databases and compare results. Standard 1.2.c
Use GIS to identify natural phenomena/patterns in data. Standard 1.2.c
Simple quizzes and exercises putting stages of scientific publication in order are easy to construct and can be fun for students. Standard 1.3.a
The University of Waterloo Library has an easy-to-follow flow chart for the science publication cycle that can be helpful demonstrating these concepts in class: [1] Standard 1.3.a
Students explore websites and publications of relevant associations and report findings to class. Standard 1.3.c
Take to USPTO and European standards websites. Students use SciFinder Scholar and Google patent search to locate patents. Standard 1.3.d
Discussion on the variety of sources. Start by asking, “In your office, what resources (books, magazines, journals, etc.) would you have on your shelf. Why would you want to keep them in your personal library? What kind of information ins in these sources that is valuable to your profession? In what situations would you want to use these different sources?” Standard 1.3.d
Compare Wikipedia, science encyclopedia, primary article, handbook, etc. Learn how to use each. Learn that Wikipedia is just a collective encyclopedia, not a scholarly resource. Standard 1.3.e
Compare similar resources in several disciplines -- how do Chemistry and Physics use spectra? How does the taxonomy of chemical compounds differ from the taxonomy of animals? Why is that? Standard 1.3.e
Introduce papers of famous scientist(s) to demonstrate the importance of historical information. Discuss historical papers in the context of the specific discipline. Standard 1.3.f
Discuss the "half-life of articles" in several disciplines. Standard 1.3.f
During search demo, show ILL, talk about when to use, benefits, length of time, etc. Standard 1.4.a
Discuss rules of ILL when use. Standard 1.4.b
Show multiple methods to find the same piece of information. How library databases/internet can save or waste time. Standard 1.4.b
Some databases offer suggestions/related terms – other search engines may not. Demonstrate this feature to students. Standard 1.4.b
Complete search strategy worksheet which includes timeline for their research. Standard 1.4.c

Standard Two


Standard Three


Standard Four


Standard Five

Web of Science, Compendex ,and SciFinder Scholar all have good affiliation searching that can provide examples for exercises on this topic. Standard 5.2.d