Reflection:
1. What progress have you made this quarter in your information literacy growth?
The progress I have made this quarter in my information literacy growth has been far more challenging than I expected. I have always been known to be a lazy person when it comes to doing research. I thought you need to be really smart to do a research but after this online library course, it has made researching much clearer than how I saw it before. I am now able to recognize and articulate my research, formulate a research question, and develop and apply search strategies with ease.
2. What areas of weakness have you identified in your information literacy growth?
The areas of weakness that I have identifies in my information literacy growth are Evaluate strategies and results, and revise them as needed, how to make effective use of traditional and new library resources and tools, describe research processes and communicate results, understand and apply principles of information ethics. These are the ones that I had trouble doing when I did the assignments that required these processes. As I took my time looking over the instructions and power points the instructor provided, the power point made it clear to me on how to do certain assignments.
3. What steps will you take in the next three to six months to continue your growth in information literacy?
The steps I will take in the next three to six months to continue my growth in information literacy will be similar to all the assignments that my instructor gave me from week one of this course. I will continue to practice my information literacy and apply them to my next quarter classes when necessary. In doing so, this will benefit my knowledge and will give me the strength to study harder in school.
Wednesday, March 18, 2009
Experiential Exercise
Library Catalog:
Author: Anderson, Stephen O.
Title: Technology Transfer for the Ozone Layer.
Publish Location: London.
Publisher: Earth Scan.
Publication Date: 2007.
Newspaper of Current Events Database:
Author: Not Specified
Title: Has Global Warming Changed the nature of Our Season Forever?
Publish Location: Not specified
Publisher: Sconthorpe Evening Telegraph.
Publish Date: March 11, 2009.
Academic Search Premiere:
Liz Szabo. "Ozone Pollution Amplifies Risk of Fatal Respiratory Illness. "USA Today(n.d.). Academic Search Premier. EBSCO. [Library Name],[City],[State abbreviation]. 18 mar. 2009
One Disciplinary Database: GEOBASE
Author: Barret b. De Maziere M. Demoulin P.
Title: Retrieval and Characterization of Ozone Profiles From Solar Infrared Spectra at the Jungfraujoch.
Publish Location: Not specified.
Publisher: Elsevier B.V.
Publish Date: Copy right 2008. All rights reserved.
World Wide Web: Google.com
Title: The Ozone Layer
Author: Brien Sparling
Publication Info: Nasa Official: Walt Brooks.
Web link: http://www.nas.nasa.gov/about/education/ozone/ozonelayer.html
Before I began my research on the topic, Ozone Layer, I thought it was going to be a difficult task to accomplish. While researching on Google.com, I saw numerous links that the site provided. As I briefly skimmed through several of the links, I didn't find one that interest me as much as I thought it would be. In doing so, I changed my research terms so that it could be more specific and narrower.
The sources I selected on Goggle was "How does the ozone layer protect us" (http://wiki.answers.com/Q/How_does_the_ozone_layer_protect_us). After reading the information that was provided by the site, the ozone layer acts like a sponge which absorbs the suns UV rays that it emits everyday. The first search terms I used were "Ozone layer." At first, these search terms gave me more results than what I expected it to give. I guess the search terms were too broad so I narrowed it down by changing the search terms to "How does the ozone layer protect us?" These search terms made it easier to understand the basic duty of the ozone layer which I stated earlier, that it protects us from the suns UV rays.
As I evaluated my terms, i know it had to be more narrow after the first attempt. In doing so, I decided to change my search terms from "ozone layer" to "how does the ozone layer protect us." After reviewing the results and information provide by these two terms, you can tell a difference between these two. When I compared them, the search terms "ozone layer" provided me with numerous information that is not necessary. While on the other hand, my second search terms which is "how does the ozone layer protect us" gave me a narrower result and basic information that is just enough to know how the ozone layer works.
In conclusion, I learned that the ozone layer not only absorbs more than ninety percent of the suns deadly UV rays but also protects us from the heat the the sun emits towards the Earth. I also learned that the ozone layer is made up of mostly Nitrogen. These research assignments have made me become a better student by making me more alert and organized. I now know how to use online research databases which will allow me to conduct my researches whenever I need to.
Author: Anderson, Stephen O.
Title: Technology Transfer for the Ozone Layer.
Publish Location: London.
Publisher: Earth Scan.
Publication Date: 2007.
Newspaper of Current Events Database:
Author: Not Specified
Title: Has Global Warming Changed the nature of Our Season Forever?
Publish Location: Not specified
Publisher: Sconthorpe Evening Telegraph.
Publish Date: March 11, 2009.
Academic Search Premiere:
Liz Szabo. "Ozone Pollution Amplifies Risk of Fatal Respiratory Illness. "USA Today(n.d.). Academic Search Premier. EBSCO. [Library Name],[City],[State abbreviation]. 18 mar. 2009
One Disciplinary Database: GEOBASE
Author: Barret b. De Maziere M. Demoulin P.
Title: Retrieval and Characterization of Ozone Profiles From Solar Infrared Spectra at the Jungfraujoch.
Publish Location: Not specified.
Publisher: Elsevier B.V.
Publish Date: Copy right 2008. All rights reserved.
World Wide Web: Google.com
Title: The Ozone Layer
Author: Brien Sparling
Publication Info: Nasa Official: Walt Brooks.
Web link: http://www.nas.nasa.gov/about/education/ozone/ozonelayer.html
Before I began my research on the topic, Ozone Layer, I thought it was going to be a difficult task to accomplish. While researching on Google.com, I saw numerous links that the site provided. As I briefly skimmed through several of the links, I didn't find one that interest me as much as I thought it would be. In doing so, I changed my research terms so that it could be more specific and narrower.
The sources I selected on Goggle was "How does the ozone layer protect us" (http://wiki.answers.com/Q/How_does_the_ozone_layer_protect_us). After reading the information that was provided by the site, the ozone layer acts like a sponge which absorbs the suns UV rays that it emits everyday. The first search terms I used were "Ozone layer." At first, these search terms gave me more results than what I expected it to give. I guess the search terms were too broad so I narrowed it down by changing the search terms to "How does the ozone layer protect us?" These search terms made it easier to understand the basic duty of the ozone layer which I stated earlier, that it protects us from the suns UV rays.
As I evaluated my terms, i know it had to be more narrow after the first attempt. In doing so, I decided to change my search terms from "ozone layer" to "how does the ozone layer protect us." After reviewing the results and information provide by these two terms, you can tell a difference between these two. When I compared them, the search terms "ozone layer" provided me with numerous information that is not necessary. While on the other hand, my second search terms which is "how does the ozone layer protect us" gave me a narrower result and basic information that is just enough to know how the ozone layer works.
In conclusion, I learned that the ozone layer not only absorbs more than ninety percent of the suns deadly UV rays but also protects us from the heat the the sun emits towards the Earth. I also learned that the ozone layer is made up of mostly Nitrogen. These research assignments have made me become a better student by making me more alert and organized. I now know how to use online research databases which will allow me to conduct my researches whenever I need to.
Wednesday, March 11, 2009
Unit 6, Assignment 1
1. Discuss how the author, the publisher, the faculty member, the library, and the students can be accommodated.
The author, publisher, faculty member, library, and students can accommodate the situation by selling half of the text books to the library and half to the faculty members. Giving half to the library will allow the students to borrow them from the library to work on if their instructors give them any to do from the text books.
2. How can a fair arrangement be achieved?
A fair arrangement can be achieved by allowing students and faculty members access to the text books by simply selling a portion of the books to the library. Thus, allowing everyone the ability to borrow the books and in return, the author will receive his or her payment.
3. What are the challenges in creating a fair arrangement for everyone?
The challenges in creating a fair arrangement for everyone really depends on how many available copies of books there are. Certain people in certain areas may demand certain numbers of books, but the publisher might not have that many books that has been published to give.
Research Log Entry
1. How can a balance be achieved between protecting privacy and meeting the needs of national security?
A balance can be achieved between protecting privacy and meeting the needs of national security is by allowing one to keep track of all information. For example, the library has records of websites, books, papers, and people. Although students may not be able to fully access these categories information for research purposes, they will only be given brief information for confidential reasons.
2. How did you react to the list of challenged books? Do you think some books should be banned or should all books be freely available? Why?
The list of challenged books really caught me off guard. Although the information given were not what I expected, I would not consider banning the books. Books with violence, profanities and sexual readings should be overlooked twice and perhaps be considered banned. For example, a child reads a book about thugs and what they do to people, the child may take that into regards and decide to do it themselves.
3. How have your overall ideas about information ethics changed or not changed after completing this unit?
My overall ideas about information ethics have changed me quite a bit. Although I was already familiar with some of the ideas, it was very interesting to be reminded of the ideas and to learn some of the new ideas.
The author, publisher, faculty member, library, and students can accommodate the situation by selling half of the text books to the library and half to the faculty members. Giving half to the library will allow the students to borrow them from the library to work on if their instructors give them any to do from the text books.
2. How can a fair arrangement be achieved?
A fair arrangement can be achieved by allowing students and faculty members access to the text books by simply selling a portion of the books to the library. Thus, allowing everyone the ability to borrow the books and in return, the author will receive his or her payment.
3. What are the challenges in creating a fair arrangement for everyone?
The challenges in creating a fair arrangement for everyone really depends on how many available copies of books there are. Certain people in certain areas may demand certain numbers of books, but the publisher might not have that many books that has been published to give.
Research Log Entry
1. How can a balance be achieved between protecting privacy and meeting the needs of national security?
A balance can be achieved between protecting privacy and meeting the needs of national security is by allowing one to keep track of all information. For example, the library has records of websites, books, papers, and people. Although students may not be able to fully access these categories information for research purposes, they will only be given brief information for confidential reasons.
2. How did you react to the list of challenged books? Do you think some books should be banned or should all books be freely available? Why?
The list of challenged books really caught me off guard. Although the information given were not what I expected, I would not consider banning the books. Books with violence, profanities and sexual readings should be overlooked twice and perhaps be considered banned. For example, a child reads a book about thugs and what they do to people, the child may take that into regards and decide to do it themselves.
3. How have your overall ideas about information ethics changed or not changed after completing this unit?
My overall ideas about information ethics have changed me quite a bit. Although I was already familiar with some of the ideas, it was very interesting to be reminded of the ideas and to learn some of the new ideas.
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