Information Literacy Objective

The student will construct and use keyword searches to effectively search an online catalog.

Student Objective

Materials—Teacher:

Computer lab (optional) or catalog record printouts

“Finding Books” handout

Sample research topic handouts

Materials—Student:

pencil/pen

Preparation

• Assign students to complete LOBO section(s): “Conducting the Search: Find Books” prior to class.
• Review applicable section in LOBO: http://www.lib.ncsu.edu/tutorials/index.php?option=com_content&task=view&id=69&Itemid=114
• Read lesson plan.  
• Prepare handouts and catalog records (if necessary).        

Introduction (Time = 5 minutes)

Remind students of the “Find Books” section they completed in LOBO.  Ask: “What information is available about a book or a journal when you look it up in the library’s online catalog? What does the catalog’s record show you about a particular item?”  (For example: author, title, call number, availability, location, table of contents, subject headings, etc.)

Procedure (Time = 25-30 minutes)

1.      Explain that the library’s online catalog is a great place to begin research for finding books. Each catalog record provides specific information about books. The catalog records typically show author, title, table of contents, subject headings, etc. and provide detailed information that can help you decide if the book will help you in your research. (If possible, display the online catalog for the class and do sample keyword search to show the various elements of a catalog record.)

2.      Distribute worksheets and assign various research topics and information needs. Divide the class into groups of 2-3 people and allow students to find books on their topics in the catalog.  In groups, students will complete the handout.

·        Students should find 3-4 books on their topic.

·        Remind students to think about brainstorming search terms, like they did in a previous LOBO section.

3.      Ask students to think about the strategies they used during their searches. Which strategies were the most effective and why? Did anyone try using different types of searches, such as title or subject heading searches? Which worked best? Are there particular occasions when one may work better than another? (If no one attempted other forms of searches, show students some other possible ways to search the catalog.)

4.      Ask students to describe for their classmates how they approached their topic. Have students report on the searches they did. Ask students in other groups to offer suggestions on how they could have done their searches differently to possibly produce better results.  Discuss.

5.      (Optionally)  If Internet access and computers are not available, have catalog record printouts on the various topics available for students to look through. Although students will not be able to construct keyword searches for topics on their own, they can determine which searches were the most effective in retrieving relevant results, as well as offer suggestions on how to make the keyword search more efficient. Have students fill out their worksheets and discuss in the same way they would have when using the online catalog. 

Closure (Time = 5-10 minutes)

• (Optional) Tell students that for homework they should complete the last question on their handout and physically locate their book in the library.  Ask students how many of them have gone into the library’s bookstacks. Give a brief explanation of alpha-numeric call numbers and point students to reference librarians for extra help. (Note: There is an entire lesson plan devoted to using call numbers in the library on LOBO. You may wish to hold off on this step until after giving students that lesson.)
• Students should check to see that their book is available in the catalog.  If not, students can either choose a different book from their list, or find where their book should have been and write down the call numbers to the right and left.
• Summarize the main points of the lesson.