Write My Paper Button

WhatsApp Widget

university policies for assessment | My Assignment Tutor

LIBR1085: INFORMATION DISCOVERY ASSESSMENT GUIDEThis document:• Outlines the assessment requirements for the course• Provides dates and indicative length for each assessment task• Provides background on university policies for assessment• Must be read in association with the course guide available through RMIT WebsiteThe assignments attempt to provide a number of learning opportunities based at differentlevels of … Continue reading “university policies for assessment | My Assignment Tutor”

LIBR1085: INFORMATION DISCOVERY ASSESSMENT GUIDEThis document:• Outlines the assessment requirements for the course• Provides dates and indicative length for each assessment task• Provides background on university policies for assessment• Must be read in association with the course guide available through RMIT WebsiteThe assignments attempt to provide a number of learning opportunities based at differentlevels of understanding of information access and discovery. This document outlines theassessment tasks and expectations for the course. This should be read in association withthe LIBR1085 course guide available through the RMIT website. The course guide outlinesRMIT policies that you should be aware of.If you have any questions about these tasks, please talk to or email the course teachingstaff in the first instance (caroline.beatty@rmit.edu.au) or email the course coordinator athuan.vo-tran@rmit.edu.auWhen sending emails, please format the subject line so that you incorporate the coursenumber (LIBR1085), your surname and then the subject heading (eg: LIBR1085 query onAssignment 1). This helps with identifying the emails that are received so that responses canbe made as quickly as possible.ASSESSMENT OVERVIEWThis course consists of three assessment tasks that aim to build your search expertise, but toalso explore professional issues relevant to information access and information support.The tasks are outlined below, but in summary:Assignment 1: allows you to read and explore an immerging issue and to reflect on thesearch process used to locate relevant information.Assignment 2: allows you to explore specialised databases and evaluate two databases for aselected information need of an organization.Assignment 3: allows you to develop an information resource/guide for a selected contentarea.COURSE DELIVERYFor Semester 1 2021, this course is offered online through the course website (Canvas) andvia real-time tutorial sessions, using the Collaborate communication tools. (Tutorials willalso be recorded for those unable to join live.) Lectures will be pre-recorded and there is anexpectation that these are viewed prior to the tutorial session. Where appropriate, therewill be an expectation for all students to contribute to online discussion, so that questions,ideas and issues are shared across all course participants. Academic staff will guide you as tothese expectations.PLAGIARISMPlagiarism: the presentation of the work, idea or creation of another person as though it isyour own. It is a form of cheating and is a very serious academic offence that may lead toexpulsion from the University. Plagiarised material can be drawn from, and presented in,written, graphic and visual form, including electronic data, and oral presentations.Plagiarism occurs when the origin of the material used is not appropriately cited.Examples of plagiarism include:• Copying sentences or paragraphs word-for-word from one or more sources, whetherpublished or unpublished, which could include but is not limited to books, journals, reports,theses, websites, conference papers, course notes, etc. without proper citation;• Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;• Piecing together text from one or more sources and adding only linking sentences;• Copying or submitting whole or parts of computer files without acknowledging theirsource;• Copying designs or works of art and submitting them as your original work;• Copying a whole or any part of another student’s work;• Submitting work as your own that someone else has done for you.• Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copyyour own work.Any work that is plagiarised will be reported to the university for disciplinary action. Adviceabout academic integrity is available at: https://www.rmit.edu.au/students/studentessentials/rightsand-responsibilities/academic-integrityGRADES AVAILABLEThe final grades available for this course are: HD, DI, CR, PA and NN.Each assessment has a rubric (on Canvas) that will be used to examine specific elements ofthe task. However, as a guide, the grading criteria reflects the following principles:HD (80-100%) Completes all requirements in a thoughtful, accurate and thorough mannerand collects appropriate information and presents that information in a highly skilled andimaginative way. Provides a thoughtful, interesting and well written response which coversall the required areas and demonstrates understanding and complex reflection.DI (70-79%) Completes all requirements in a thoughtful, accurate and thorough manner andcollects appropriate information/resources and presents that information in a highly skilledand imaginative way. Provides a thoughtful, interesting and well written response whichcovers all the required areas and demonstrates understanding and appropriate reflectiveskills.CR (60-69%) Completes all requirements and collects appropriate information/resourcesand presents that information in a satisfactory way. Provides a written response whererequested which covers all the required areas and demonstrates some understanding andreflectionPA (50-59%) Completes all requirements and collects appropriate information/resourcesand presents that information in a satisfactory way. Provides a written response whererequested which covers all the required areas and demonstrates a basic understanding andreflection of the topic.NN (less than 50%) Poor writing and presentation skills. Lack of understanding of what isrequired for the assignment and demonstration of poor reflective skills.ASSESSMENT SUBMISSIONAll work is to be submitted in digital format through the course website and/or email ifinstructed by academic staff. By submitting your work, you will be acknowledging that youhave read, understood and agree to the content and expectations of the AssessmentDeclaration which is available at https://www.rmit.edu.au/students/studentessentials/assessment-and-exams/assessment/assessmentdeclarationThe course website provides information on the submission process. Assignments 1 and 2will be directly submitted through the website. Assignment 3 includes a digital guide usingprofessional software, as well as a presentation and written report. Instructions on thissoftware and how to submit the components of Assignment 3 will be provided later.Assignments must be submitted by 11:59 pm on the due date outlined in this assessmentguide. When uploading files as part of the assessment, please use the naming convention ofyour surname followed by your student number then assignment number. For example:jones_s3030998_assignment1ASSIGNMENT 1: ISSUES IN INFORMATION DISCOVERY (30%)Submission: 5 April 2021Indicative length: 2000-2500 words (excluding reference list)BACKGROUNDDuring your program of study, you will be introduced to a range of issues that impact on theInformation Management (IM) profession. Some assignments will allow you to explorethese issues in depth, so that you develop understanding of how the profession is changingor how new services are emerging.For this assignment, you have the opportunity to explore issues associated with access toinformation. The structure of the task has two broad purposes – 1/ to read about theidentified issue/topic and to report on current trends and 2/ to reflect and report on youractual search process, so that you can determine how you approach the process of‘information discovery’ for a particular topic. The final submission is an individually writtenreport. However, you will initially work with others so that you can share additionalresources that you find and explore how you each tackle the search process.Thus, you are asked to:• Select one of the topics (see below) and use the listed readings as a starting point for yourexploration.• Start to search for other articles and information related to the topic.• You will be allocated to a group where you can share what you have located and the issuesthat your reading is identifying. This allows you to build your search expertise with the helpof other students. There will be time for discussion during live tutorials. The will also bespace on Canvas to share with your group your written thoughts, links to information youfound, etc.• Prepare an individual report that highlights the key issues related to the topic.• Prepare an individual reflection that outlines your search and discovery process.The Course Learning Outcomes (CLOs) that will be addressed by this assignment include:• Apply critical and reflective thinking to the development of search skills for the discoveryof information using a variety of online and print materials, databases and platforms.• Demonstrate changing levels of information literacy through the ability to use complexinformation discovery tools.• Use bibliographic and digital presentation tools to communicate information effectively.TOPIC AREAS (choose one)From the list below, choose ONE topic, read the articles and then locate additional material(at least 5 new articles/videos/discussions) on your selected topic. Make sure that thismaterial is up to date, from a variety of sources and as engaging as possible.INFORMATION/DIGITAL LITERACY● King, RP 2016, ‘Popular sources, advertising, and information literacy: what librariansneed to know’, The Reference Librarian, vol. 57, Issue, 1, p. 1-12. Available athttp://www.tandfonline.com/doi/abs/10.1080/02763877.2015.1077772● Chartered Institute of Library and Information Professionals. https://infolit.org.uk/ Thereis much information on the models and frameworks available on this website. Be selectiveabout what you want to look at.● Caulfield, Mike, 2016, ‘Yes, digital literacy. But which one?’, Hapgood, 19 December.Available at https://hapgood.us/2016/12/19/yes-digital-literacy-but-which-one/● Meyers, EM, Erickson, I & Small, R V 2013, ‘Digital literacy and informal learningenvironments: an introduction’, Learning, Media and Technology, 38:4, 355-367, DOI:10.1080/17439884.2013.783597● Derakhshan, M, Hassanzadeh, M, Nazari, M 2015 “Developing Information LiterateLibrarians: A Study of LIS Academics Pedagogical Approaches in the Development ofInformation Literacy Competencies”, The Journal of Academic Librarianship, Volume 41,Issue 6, P. 777-785, https://doi.org/10.1016/j.acalib.2015.08.021.● University of Adelaide, ‘Digital capabilities’. Available athttps://www.adelaide.edu.au/learningenhancement-innovation/projects-andinitiatives/digital-capabilitiesINFORMATION SEEKING BEHAVIOUR• Gordon, I D, Meindl, P, White, M & Szigeti, K 2018, ‘Information Seeking Behaviors,Attitudes, and Choices of Academic Chemists’, Science & Technology Libraries, 37:2, 130-151, DOI: 10.1080/0194262X.2018.1445063● Lopatovska, I & Smiley, B 2014, ’Proposed model of information behaviour in crisis: thecase of Hurricane Sandy’, Information Research, vol. 19, no. 1, paper 610, available at:http://InformationR.net/ir/19-1/paper610.html● Lawrence, K 2015, ‘Today’s college students: skimmers, scanners and efficiency-seekers’,Information Services and Use, vol. 33, no. 1-2, p. 89-93. DOI: 10.3233/ISU-150765http://content.iospress.com/articles/information-services-and-use/isu765● Taylor, A 2012, ‘A study of the information search behaviour of the millennial generation’,Information Research, vol. 17, no. 1, March. http://informationr.net/ir/17-1/paper508.html● Waller, V 2013, ‘Diverse information practices in Australian households’, Library andInformation Research, vol. 17, no. 115, pp. 58-79. Available athttp://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/view/583/606DISCOVERY PLATFORMS/LAYERS● Richardson, H 2013, ‘Revelations from the literature: how web-scale discovery haschanged us’, Information Today, May, available athttp://www.infotoday.com/cilmag/may13/ Richardson–HowWeb-Scale-Discovery-HasAlready-Changed-Us.shtml● Chickering, FW 2014, ‘Evaluation and comparison of discovery tools: an update’,Information Technology and Libraries, available fromhttp://librarytechnology.org/docs/19738.pdfhttp://librarytechnology.org/docs/19738.pdf● Varnum, KJ 2014, ‘Library discovery: from ponds to streams.’ In K J Varnum (Ed.), The toptechnologies every librarian needs to know: A LITA Guide, pp. 57-65, Chicago, IL: ALA(Download from http://deepblue.lib.umich.edu/handle/2027.42/107042)● Dahlen, Sarah P.C., 2016 ‘Preference vs authority: A comparison of student searching in asubjectspecific and abstracting database and a customized discovery layer’, College andResearch Libraries, available at http://crl.acrl.org/conten ant/early/2016/11/16/crl16-910.full.pdf. (pre-print available, to be published in September 2017)● Weinberg, Tania, 2016, ‘Are content discovery platforms replacing generic search?’,Marketing Land, available at http://marketingland.com/content-discovery-search-175047FACT CHECKING AND FAKE NEWS• Cadwalladr, Carole, 2016, ‘Google, democracy, truth and internet search’, The Guardian,Sunday 4 December, available athttps://www.theguardian.com/technology/2016/dec/04/google-democracytruth-internetsearch-facebook• Davis, Wynne, 2016,’Fake or real? How to self-check the news and get the facts’, NPR: AllTech Considered Blog, 5 December, available athttp://www.npr.org/sections/alltechconsidered/2016/12/05/503581220/fake-or-real-howto-selfcheck-the-news-and-get-the-facts• Knaus, Christopher, 2020, ‘Disinformation and lies are spreading faster then Australia’sbushfires’, the Guardian, Sunday 12 January, Available athttps://www.theguardian.com/australianews/2020/jan/12/disinformation-and-lies-arespreading-faster-than-australias-bushfires• Wilson, Paul, 2017, ‘Creative ways to fight fake news’, Public Libraries Online, available athttp://publiclibrariesonline.org/2017/02/creative-ways-to-fight-fake-news/• Mitchell, Amy et al, 2017, ‘How Americans encounter, recall and act upon digital news’,Pew Research Center, available at http://www.journalism.org/2017/02/09/howamericansencounter-recall-and-act-upon-digital-news/LIBRARIES, SEARCHING AND THE FUTURE● Schonfeld, R.C., 2014, ‘Does discovery still happen in the library: roles and strategies for ashifting reality’, Ithaka S+R, available at https://sr.ithaka.org/wpcontent/uploads/2014/10/SR_Briefing_Discovery_20140924_0.pdf● Bolt, N., 2014, ‘Libraries from now on: imagining the future of libraries’, ALA Summit onthe Future of Libraries – Report to ALA Membership, available athttp://www.ala.org/tools/sites/ala.org.tools/files/content/LibraryoftheFuture/LibrariesFromNowOn_ALASummitOnTheFutureofLibraries_FinalReport.pdf● Frey, T., 2016, “122 Things” you will be able to do in the library of the future that youcan’t do today, http://www.futuristspeaker.com/business-trends/122-things-you-will-beable-to-do-in-the-library-ofthe-future-that-you-cant-do-today/http://www.futuristspeaker.com/2006/11/the-future-of-libraries/• Lankes, R.D., 2015, ‘Customers, Consumers, Users and Other Mistakes’, LIANZAConference 2015. Available athttps://webcast.gigtv.com.au/Mediasite/Play/4d8a688879144bc49d19e6f3330d74f41d?catalog=69eb%20d641-e877-4b28-a35ecc8efe83e3c1http://webcast.gigtv.com.au/Mediasite/Play/4d8a688879144bc49d19e6f3330d74f41d?%20catalog=69ebd641-e877-4b28-a35ecc8efe83e3c1&catalog=69eb%20d641-e877-4b28-a35ecc8efe83e3c1http://webcast.gigtv.com.au/Mediasite/Play/4d8a688879144bc49d19e6f3330d74f41d?%20catalog=69ebd641-e877-4b28-a35e-cc8efe83e3c1● Foundation for Young Australians, 2016, The New Work Mindset: 7 job clusters to helpyoung people navigate the new work order, available at https://www.fya.org.au/wpcontent/uploads/2016/11/TheNew-Work-Mindset.pdf● Schwarz, Deborah, 2016 ‘Editorial Essay: A librarian by another name,’ Journal of NewLibrarianship, 1(1), p. 54-57. Available at http://www.newlibs.org/article/1217-editorialessay-a-librarian-byanother-nameACTIONS:In this assignment there are a number of steps:● You will need to choose ONE topic from the list above;● You will become part of a group based around this topic in Week 2. At this time you willdecide on the process your group will undertake to locate further research and discuss howthe group will work.● Your group will undertake the following activities: During Weeks 2 – 4, your group willexplore your chosen topic, decide on the main issues, think about your responses anddiscuss during the tutorial (or via discussion space on Canvas if you can’t attend the livetutorial). Between week 2 and week 4, you will have the time to search for and read furtherinformation about your topic, think about what you have found and reflect about what youare learning. You should share with your group interesting and useful resources that youhave discovered. During week 4, each group will meet during the tutorial (or via discussionon Canvas) to discuss what you have discovered and learned. You will be reflecting on thisdiscussion in your written assessment.● Submit your individual assignment by the due date.EXPECTATIONS FOR THE INDIVIDUAL REFLECTION AND REPORTOnce you have been through discussion with your group, each of you will need to write upan individual report which should include the following content areas:● Discussion of the key issues related to the topicThis should highlight what has emerged from the literature that you have read about thetopic. Debate the information that is being presented, either by summarizing the debate asemerging from the literature or considering how this information informs or challengedyour view of information access.● Reflection that outlines your search and discovery processThis should detail the search terms, databases and search strategies that you have used tolocate additional information related to the topic.How well did these search terms work (did you locate too much information/too little andso on) and how did you modify the search process?How did you evaluate relevant resources – that is, on what criteria did you use to considerrelevance of the information being located?What additional information/discussion emerged from the group?What did you contribute to the group process?NOTE: Some information can be presented as a table, dot points or narrative.● ConclusionDraw the discussion to a suitable conclusion by considering how the issues raised impact onIM.REFLECTIVE WRITINGHampe, N 2013, Reflective writing: a guide to getting started, available at:http://www.alia.org.au/sites/default/files/documents/Reflective.Practice.Writing.Guide20130409JB.pdfASSIGNMENT 2: DATABASE EVALUATION (30%)Submission: 26 April 2021Indicative length: 2,000 – 2,500 words (excluding reference list)INTRODUCTIONAs you develop your search and discovery skills, you will start to realise the range ofdatabases, resources and content that the profession purchases or provides access to. Thisassignment allows you to explore some of these in some depth.The Course Learning Outcomes (CLOs) that will be addressed by this assignment include:• Demonstrate changing levels of information literacy through the ability to effectively usecomplex information discovery tools• Use bibliographic and digital preservation tools to effectively communicate informationSCENARIO/BACKGROUNDSelect a library or information environment to use as the audience for this evaluation andreport. It may be a public library, secondary school library, a university library, speciallibrary, research centre or an information agency (for example hospital training centre fornursing students).Then select (from the list below), one information area that you would like to explore foryour chosen library/information environment. You are to then identify and evaluate TWOdatabases that can support the selected information need for the library. For example, youcould decide to examine two general health databases to support the medical informationneeds of a public library. Or you could explore two specialised medical research databasesto support the medical staff of a hospital.Place yourself into the role of an information specialist who is evaluating andrecommending new databases that would be suitable to be included in the existing suite oflibrary databases. You need to consider the information needs of your clients when decidingwhich two databases to recommend.INFORMATION AREASSelect ONE of the following information areas and then identify and explore TWO databasesthat can support this information need. Keep in mind that you are evaluating informationdatabases, not vendors; thus you would evaluate ABI Inform for a business informationneed, NOT the full Proquest database suite.Medical/HealthNursingLegalAccountingeBook CollectionScienceTechnology/ComputingEducationArchitectureEngineeringBusinessCompany InformationMedia/FilmMusicInformation Management/Science‘other’ – you can negotiate a different information need, but this must be approved byacademic staff prior to starting this work.TASKSTo complete this assessment, you will need to:• Select and describe the library/information environment. You may wish to ‘ground’ this byreferring to a specific library – for example, Brimbank Council/Library service hasbackground information that you can use to quickly describe the type of library that youhave selected – in this case a public library. You can use a real library or create a fictionalone. In any case, you need to describe it.• Select the information area• Identify TWO databases that will form the focus of your evaluation. You can use RMITLibrary database page, public library e-resources websites, vendor/publisher websites toassist in identifying databases relevant to the information area.• Review the questions below (further ones may develop through the course) to act as aguide to the product evaluation. Complete a number of searches across the databases, sothat you can determine how the interface works, the degree or level of content indexing,the range and types of content indexed or made available.• Draft the evaluation report for submission. The report should address the evaluationquestions posed below, but should be written to the manager of the selected libraryservice – justifying why these databases have been selected and making recommendationsabout adoption of the databases.REPORT CONTENTThe submitted report needs to address the following areas. The questions aim to assist inyour review and evaluation of the databases. They may be turned into report headingswhere appropriate, but generally you are writing around these evaluation criteria, usingheadings appropriate to your topic and work.The report structure does, however, need to at least clearly outline:1/ Service description2/ Database descriptions3/ Database evaluations4/ Recommendations1/ SERVICE DESCRIPTIONThe primary aim of this short section is to describe the library service so that academic staffknow the information environment that you have selected. Remember that the actualreport is being written to senior management, so use an appropriate writing style, such as:“This report has been prepared for the executive staff of CCLC Public Library. As we areaware, our library serves a diverse cultural group but has a strong representation fromyoung families, as we are a growth corridor of Greater Melbourne. These young familiesrequire general health information and therefore this report has identified and evaluated…….”This style sets the scene for the evaluation report, but in a manner that would be suitablefor internal staff/managers to read.2/ DATABASE DESCRIPTIONSYou need to clearly describe the two databases that are being evaluated. This includes whatcontent is indexed, who manages or publishes the database, how detailed is the contentprovided. You can present the descriptions as separate sections to the evaluation, or youcan combine the database description with its evaluation.Some questions to consider and address:ABOUT THE DATABASE:• Who manages or produces the database? How reliable is this organisation?• What is your impression of how comprehensive the coverage of your database is?• Can you tell what sources are being indexed by the database?IDENTIFY THE CONTENT OF THE DATABASE:• What areas of research/content are covered?• What material types are covered (articles, books, chapters of books, essays in collections,conference proceedings and other kinds of specialized report)?• What is the publication date range?IDENTIFY HOW THE CONTENT IS COVERED:• What level/degree of indexing is provided?• Are there abstracts and how detailed are they?• Are links to full text supplied? If so, is it simply text or is it a facsimile of the original?NOTE: If you access databases via RMIT Library, then you may access full text via a link called‘search it’. We will explore this further in class, but generally this means that you are linkingto content outside of the specific database that you are searching. Thus you need to becareful in determining if the database is full text or not.IDENTIFY THE INTENDED AUDIENCE:• Who is this database designed to be used by? There may be multiple users or evenpotentially different levels of use – eg: CINAHL is designed for Nursing and Allied Healthprofessionals, but may be used by other bodies – public library health service etc.3/ DATABASE EVALUATIONSThe evaluation critiques the database and its interface. You should complete searchesacross the database and examine results so that you determine what works well and whatmay be a concern with the database.• What search methods are supported? Eg. Is Boolean supported? Is there an ‘AdvancedSearch’ feature? Is there an auto-complete function?• What pre-search limits can you use and how effective are they?• What post-search limits can you use and how effective are they?• Which of the features of the database are important to your users? Explain why they areimportant.• How will this database meet the needs of your users? What information needs will itsatisfy?4/ RECOMMENDATIONSYou are evaluating two databases, so you may be recommending both for adoption, or justone, but justify your recommendation. In some instances, you may not recommend either –for example, the content may not be easily accessible, or it may be written in aninappropriate style for your intended audience.ASSIGNMENT 3 – RESOURCE GUIDE (40%)This task consists of three components:• A resource guide (LibGuide) developed on a topic of your choice• A written report detailing the process of locating resources andbuilding the guide, as well as describing a selection of the actualresources• A short progress/summary presentation of the developing guideThe Guide and the written report equate to 35% of the taskweighting and the presentation makes up the remaining 5%Submission: Week 11 and/or Week 12 – Presentation31 May 2021 – Resource guide and written reportThe length of the guide and the written report will vary betweenselected topic areas. The guide will need to contain relevant heading,structure and tabs. While the minimum number of resources listedon the guide is 20, you will find that you will include more than this ifrequired by the topic.The written report is detailed below and includes description of theclient and search process (around 1,500 words), as well as anannotated bibliography of 10 items from the guide (each annotation100-150 words).The presentation is equivalent to 4- 5 minutes.BACKGROUNDLibraries and information organisations use a range of tools to guide their users toappropriate information resources. Traditionally the profession has used newsletters,websites, information alerts, resource guides and Selected Dissemination of Information(SDI) lists or services, as ways to promote new resources to their clients.You will note that RMIT Library provides access to LibGuides that list resources, books,databases that are relevant to a particular information area. Such guides have becomecommon in academic and some public libraries as a means to promote selected resources.They are generally built using LibGuide software, which is a commercial software that cancreate a standardised resource guide.For this assignment, you will be provided with access to RMIT’s LibGuide software and usethis to produce a digital resource guide. You will also extend this so that an annotatedbibliography (which in the ‘real world’ could be presented as a printed/downloadablehandout) is also created.Information about the software, software access and assignment will be provided laterduring the semester. However, the following outlines the intention of this assessment task.This assignment assesses the following Learning Objectives:• Demonstrate changing levels of information literacy through the ability to effectively usecomplex information discovery tools• Use bibliographic and digital presentation tools to effectively communicate information.• Apply critical and reflective thinking to the development of search skills for discovery ofinformation using a variety of online and print resources, databases and platforms.CLIENTThe guide and resources should be developed for a specific client and information need.There is great flexibility in identifying this need as well as the way to ultimately design yourLibGuide.As you explore such guides – especially those from a university environment – you will seethat they are presented in an academic or research style, with the primary intention ofpointing students and researchers towards appropriate databases sets, journals orpublications. However, guides can be developed in other ways – outlines of specific topicareas, general interest areas, introductions to a new skill and so on. Thus, if I take‘photography’ as a content focus, you could design a LibGuide to support an undergraduatephotography degree that identifies and links to the academic resources, research, databasesand textbooks that would be appropriate for that degree. Alternatively, you may decide thatthe client/audience is more of a hobbyist/prosumer and thus the guide could be a ‘hands onguide’ and link to photography books and so on.Thus, for this activity, you have some flexibility in how you present the guide content.However, you should present this to an identifiable client or audience. Identify a client whohas a specific interest or information area and interview them about this information need.Document this and use this information to develop a client description.You may, for example, interview a friend who has an interest in ‘fantasy literature’. Use thisinterview as a basis to describe a broader client group who would benefit from a guide tosuch literature – possibly a guide developed for a public library to promote their ‘fantasycollection’.The client and the client description aim to ground the focus of the guide. If you havedifficulty identifying a client, then talk to academic staff.ASSIGNMENT SUBMISSIONThe submission consists of three elements, the main element being the actual guide createdfor an identified information need. The written report outlines the client/information needas well as the steps done to complete the guide. The report also includes annotations ofsome of the resources drawn from the guide. The presentation acts as a summary of workto date and to assist in providing feedback on this work.Visually, this can be presented as: PRESENTATIONActs as a progress report to share what you have done so far, but also to gather feedbackprior to submissionLIBGUIDEThis is the main element ofthe assignment and shouldact as a self-contained guideto resources that supportyour selected topicREPORTOutlines the clientinformation needs and thesearch process used tolocate the resources. This, inessence, describes what youdid to create the LibGuideWRITTEN SUBMISSIONANNOTATED BIBLIOGRAPHYSelect 10 of the resourcesfrom the guide and write anannotation for each. Theseannotations need to be inyour words (not a copy of aresource blurb). Treat thisas a handout for your clienton selected resources. DIGITAL RESOURCE GUIDE / SUBJECT LIBGUIDEYou are to design and develop a specialised Digital Research Guide for your identified client.Note that during the course we will refer to these guides as LibGuides, as that is the genericname that academic libraries have adopted. However, as you develop your guide, considerthe language that your client will understand. They may not identify with the term LibGuide,so you may wish to call your guide a ‘resource guide’ or an ‘information guide’ if that ismore appropriate.• From the discussion with your client, identify the information need and develop a searchstrategy that will allow you to locate a range of resources that you can list and use in yourguide.• Develop a guide using the LibGuides software. This software is used by RMIT and otherlibraries to produce their reference/resource guides.Access to the software and guides for using the software will be provided during thesemester.However, you may wish to explore some of the existing guides at RMIT Library:See Subject Guides (RMIT LibGuides) at http://www1.rmit.edu.au/library or the IM LibGuideat: http://rmit.libguides.com/infomanagement• The LibGuide needs to cover a range of resources relevant to the selected topic orinformation area. The number and types of resources will vary between topics, but (as aminimum) the following guidelines should be addressed.o Identify at least 20 individual authoritative or key sources of information that would beuseful to your audience in the subject area.o The sources identified may include subject specific websites, databases, blogs, books, AVmaterial and online reference tools but must meet appropriate and identified selectioncriteria.o Arrange the resources in an appropriate way using the LibGuides software. Thus, considerhow to group resources together, what sections will form the guide, etc.o The guide needs to have a useful introductory/home page. Thus, if someone located theguide from a general internet search, they would understand the purpose of the guide thatthey have located.o Include descriptive information about yourself as the author/subject expert.WRITTEN REPORTIn addition to the actual digital guide, you are to provide a written report that details thefollowing information:• An outline of your client and the subject/information area that the guide addresses. Youmay indicate the initial broad descriptions used by the client (for example – informationabout Science Fiction books), but also indicate how this was then focused during yourinterview/discussion (resources that illustrate how science fiction books have beenportrayed in movies and television shows).• A detailed description of the search strategy including the parameters of your search andthe criteria you used to select the resources in relation to your case/audience/client.Describe any issues, difficulties or gaps in the resources you found in your informationseeking.• A bibliography or resource list, with an annotation for at least 10 of the selectedresources. This list can be arranged in any way you think is most suitable for the chosenaudience/case and does not need to be strictly in alphabetical or numerical order, it could(for example) be thematic.Treat this resource list as if it was a downloadable or printable handout to complement thedigital guide. From an assessment point of view, you are also demonstrating the ability toannotate or succinctly describe resources. Thus, the annotations presented here may bemore formal than the descriptions provided on the digital guide.Each of the identified resources should have a complete bibliographic citation and anannotation – approx. 100-150 words.The citation should be consistent and meet an established referencing style (see:http://www1.rmit.edu.au/browse;ID=8rwjnkcmfoeez) RMIT tends to use an adaptedHarvard style.The annotation should include information on the scope of the resource, arrangement,special or distinctive features and any other key points of importance. You should beconsidering the question – Why have I included this item?• Information about each source should be consistently formatted and organised into alogical sequence.PRESENTATIONThis assessment task draws together a number of information skills. You are enhancing yoursearch and information evaluation skills; identifying and addressing an information needand starting to develop a structured way to describe and present information resources.However, you have the freedom to do this around a topic of choice and develop a guide thatreflects your own digital design and presentation process.We wish to share the experiences, topics and resources that you locate. Thus, you willpresent your guides, as a work in progress, as follows.Real-Time presentationsYou will present your LibGuide in a 4 – 5 minute presentation to the tutorial group duringthe timetabled tutorial in Weeks 11 and/or 12. If required, additional times may be madeavailable during the weeks so that all students have the opportunity to present. The timelimit for the presentations will be strictly enforced, so careful preparation, attention totiming and rehearsal/practice are highly recommended. These presentations will bedelivered using the Collaborate Ultra communication tools that we use for the weeklytutorials.The LibGuide (or progress towards your completed guide) should be demonstrated to thetutorial – or at least include some screen shots from the guide.The following elements should be covered in your presentation:• information about your client and their information need• the search strategies you have employed• the sort of results and resources you have found• your reflection on the experience of undertaking this assignment• attention should be given to oral presentation skills as well as suitable content.Shared feedback – All of the live presentations will be watched by other students, and achance for constructive feedback provided. Comment on what you like about the guide,what may have been unclear or could be changed. Use this feedback to make any relevantchanges before final submission of your own guide.ORPre-recorded PresentationWe realise that some students may not be able to attend real-time classes and thus thepresentation can be pre-recorded for sharing via a discussion space on the course website.The presentation can be done in a number of ways. The preferred method is to record ashort 3 – 5 minute video using Quicktime, Screencast (https://screencast-o-matic.com/) orsimilar.Alternatively, you can use PowerPoint, with either detailed notes sections or a recordedvoiceover (see: https://support.office.com/en-us/article/record-a-slide-show-withnarration-and-slide-timings-0b9502c6-5f6c40ae-b1e7-e47d8741161c) if using Office 360The LibGuide (or progress towards your completed guide) can be demonstrated in yourvideo/presentation.The following elements should be covered in your presentation:• information about your client and their information need• the search strategies you have employed• the sort of results and resources you have found• your reflection on the experience of undertaking this assignment• attention should be given to oral presentation skills as well as suitable content.Shared feedback – All of the pre-recorded presentations will be accessible to other students.Once they have been loaded/displayed – you should select (at least) one presentation andprovide some short constructive feedback. Comment on what you like about the guide,what may have been unclear or could be changed. Use this feedback to make any relevantchanges before final submission of your own guide.

Don`t copy text!
WeCreativez WhatsApp Support
Our customer support team is here to answer your questions. Ask us anything!
???? Hi, how can I help?