The intent of this OER is twofold: to offer a free or low cost quality text to our students in a one-unit information literacy course and to offer a starting place to anyone who wishes to develop their own class or OER. It is intentional that this text is not San Diego City College specific because the skills we teach in our LIBS 101, and are reflected in this OER, are transferable skills. This allows students to take what they learn here and apply it to any information need in any environment: academia, careers, life-long learning, bar bets, or what have you. It is not an attempt to be a comprehensive book on information literacy, but rather a brief overview in support of this one-unit class.

During your studies you will frequently be asked to write a paper. For such a paper you will need information, but how do you get it? What exactly do you need? Where can you find it? How do you go about it? Almost anyone can use Google, of course, but more is expected of a TU Delft student!
We challenge you to go beyond using the popular search engines. This instruction will help you discover what there is to learn about information skills.

This instruction follows on from the online instruction Information Literacy 1, in which you learned how to find, evaluate and use information. Today’s instruction is intended for advanced users.

This collection brings together scholarship and pedagogy from multiple perspectives and disciplines, offering nuanced and complex perspectives on Information Literacy in the second decade of the 21st century. Taking as a starting point the concerns that prompted the Association of Research Libraries (ACRL) to review the Information Literacy Standards for Higher Education and develop the Framework for Information Literacy for Higher Education (2015), the chapters in this collection consider six frameworks that place students in the role of both consumer and producer of information within today's collaborative information environments. Contributors respond directly or indirectly to the work of the ACRL, providing a bridge between past/current knowledge and the future and advancing the notion that faculty, librarians, administrators, and external stakeholders share responsibility and accountability for the teaching, learning, and research of Information Literacy.

These exercises are originally part of the KLaSS module developed by King's College London Library Services to provide information literacy e-learning to students across our faculties. They were built and developed with Adobe Captivate 9 and published in HTML5 format, suitable for use with Moodle.This set of exercises is designed to provide information literacy support to students in the Faculty of Natural & Mathematical Sciences, which encompasses subjects like Informatics, Computer Science, Mathematics and Geography. The database used to demonstrate the principles is Web of Science, a broad resource holding literature on a wide variety of STEM subjects.The lessons cover the following topics:Planning an effective literature search - how to focus a research question and identify its key topics and componentsFinding literature - how to use different search techniques like truncation in Web of ScienceFinding full text articles in Web of Science - how to use the SFX system to look up the full texts of search results, and what to do if you don't immediately get accessWeb of Science Search Tips - using slightly more advanced techniques to run better searches, like using phrase searchingCombining searches in Web of Science - how to use AND & OR to broaden and refine seaches in Web of Science to retrieve relevant articles and informationFiltering search results in Web of Science - how to use Web of Science's filtering options to futhere refine results and exclude irrelevant articlesEach topic has a demonstration video, narrated by the author Tom Edge.The exercises have been published in HTML5 format so they should be compatible with any modern LMS. The authors have only used these files in Moodle 3.0, so cannot offer support for another LMS.

The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.

Short Description:
Revised for local use at Minneapolis Community & Technical College by Elissah Becknell and Rebecca March

Long Description:
Revised for local use at Minneapolis Community & Technical College by Elissah Becknell and Rebecca March

Good researchers have a host of tools at their disposal that make navigating today’s complex information ecosystem much more manageable. Gaining the knowledge, abilities, and self-reflection necessary to be a good researcher helps not only in academic settings, but is invaluable in any career, and throughout one’s life. The Information Literacy User’s Guide will start you on this route to success.

The Information Literacy User’s Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.

Word Count: 56817

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Can we really trust our perception? This post outlines some common ways that our brains perceive or interpret information in a way that does not produce accurate knowledge.

Learn how to evaluate medical information as a non-medical expert using information literacy principles such as currency, noting research questions and methods and verifying claims with multiple sources.

Word Count: 2714

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The act of physically protecting the computers. The first rule of any type of computer safety is restricting physical access to it. If a bad guy can get their hands on the computer assume they will be able to gain access to all data contained within.

Our third video in our Information Security series (part of the Introduction to Computer course) focuses on Authentication. Authentication is basically proving you are who you say you are

There are three forms of authentication
•Something you know
•Something you have
•Something about you

This video focuses on date protection. We look at how to migrate your data from old to new devices, the importance of data backup AND how to make sure no one can steal your data off a discarded hard drive.

Data is always priceless

Three topics:
-Data migration
-Data backup
-Data disposal

Steps taken to protect computer networks. We cover permissions, user policies (especially how they can get you fired), expectations of privacy, and wireless security.

Links from Video:
-The System Administrator Song http://youtu.be/OpGN3oT1thA

Our 6 video in the Information Security series (part of Introduction to Computers). We introduce students to the concept of Internet Security.

Specifically we look at defining the players: hackers, crackers, and script kiddies. We also look at steps the home user should take to harden the computer: keep their computer updates, run anti-malware software, and have a firewall.

Video 7 of our information security series (part of Introduction to Computers) we examine malware. Malware is a blanket term that means malicious code, it includes things like viruses, Trojans, worms and spyware.

Links from Video:
-AVG by Grisoft: http://free.avg.com/us-en/homepage
-AVAST: http://www.avast.com
-ClamWin: http://www.clamwin.com/
-Microsoft Security Essentials: http://windows.microsoft.com/en-us/windows/security-essentials-download

Our last video in the Information Security lesson covers my favorite topic, social engineering. In this video we look at: Dumpster Diving, Shoulder Surfing, Tailgating, and Spam & Phishing.

I also tell the story about how I used tailgating to get access to a classroom at the FBI Academy.

Links from Video:
•Internet Storm Center: https://isc.sans.edu/
•SNORT: https://www.snort.org/
•Security Now: http://twit.tv/sn
•Internet Crime Complaint Center: http://www.ic3.gov/default.aspx
•Hak5: http://hak5.org/
•Facecrooks (facebook.com/Facecrooks)

Students need to understand systems and the systems concept, and they need to understand the role of ICT in enabling systems. Students will learn the characteristics of good systems (e.g., intuitive, likable, error-resistant, fast, flexible, and the like). Knowing the characteristics of good systems will permit students to demand well designed systems and to suggest how existing systems should be changed. Students need to understand the affordances, directions, and limits of hardware, software, and networks in both personal and organizational dimensions. They also need to appreciate that, as technical capabilities change and new ones arise, more opportunities to apply ICT for efficiency, effectiveness, and innovation are afforded. They need to understand the process for developing and implementing new or improved systems and the activities of IS professionals in this process.

This book is written as an introductory text, meant for those with little or no experience with computers or information systems. While sometimes the descriptions can get a little bit technical, every effort has been made to convey the information essential to understanding a topic while not getting bogged down in detailed terminology or esoteric discussions.