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| List of Figures and Tables | |
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| List of Exercises | |
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| About the Author | |
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| Acknowledgments | |
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| Preface to the Second Edition | |
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| Introduction to Basic Research Skills | |
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| Location of informal information sources (unpublished material) | |
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| Location of formal information sources (published material) | |
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| Location of information via "filters": Finding a needle in a haystack | |
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| How people look up information: From hunter-gatherer to sophisticated user | |
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| Search strategy roadmap | |
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| Types of questions | |
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| Characteristics of reference sources | |
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| Types of reference sources: factual, bibliographic | |
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| Time of sources | |
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| Format of sources | |
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| Same content-different media | |
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| Level of detail | |
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| Asking a good question or shaping a topic for your term paper | |
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| What you have learned | |
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| Think Guide #1: Topic Narrowing Exercise | |
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| Finding Search Words | |
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| How do we access publications? | |
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| Getting started: How to be in a driver's seat throughout your research journey | |
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| Last word | |
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| Other ways of searching by subject | |
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| Classification system | |
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| The power of call numbers | |
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| What you have learned | |
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| Think Guide #2: Finding Search Words | |
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| Search Strategies | |
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| Basic operators: AND | |
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| Basic operators: OR | |
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| Basic operators: NOT | |
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| Search strategy | |
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| Known-item search | |
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| Building block search | |
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| Modification: Broadening and narrowing down your search | |
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| Broadening your search strategy | |
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| Narrowing your search strategy | |
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| What you have learned | |
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| Think Guide #3: Search Strategies | |
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| Fact Finding: Words, Concepts, Events, Places | |
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| Dictionaries and encyclopedias | |
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| Dictionaries defined | |
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| Characteristics of dictionaries | |
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| Encyclopedias defined | |
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| Main types of encyclopedias | |
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| How to use encyclopedias | |
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| Other factual sources | |
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| Almanacs, yearbooks, handbooks, and directories defined | |
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| Locating geographic sources | |
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| What you have learned | |
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| Fact Finding: People, Reviews, Criticism | |
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| Biographical sources | |
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| Characteristics of biographical sources | |
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| Organization of biographical sources | |
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| Living people | |
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| Deceased people | |
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| General remarks | |
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| Why would you look for a review? | |
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| Literary criticism | |
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| What you have learned | |
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| Finding Works in Library Collections | |
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| What are library catalogs? | |
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| Main objectives of library catalogs | |
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| Search tips-How to avoid "zero results" | |
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| Beyond your local library catalog | |
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| Putting library objectives into practice: Examples form Melvyl<sup>r</sup> and beyond | |
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| What you have learned | |
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| Searching & Evaluating Internet Sources | |
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| Introduction to the Internet: A brief look | |
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| How to think critically about Web contents | |
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| URLs of governmental information sources | |
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| URLs of education-related sources | |
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| Internet as a world wide digital collection | |
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| Search engines | |
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| Subject directories and meta-search engines | |
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| Invisible Web search tools | |
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| What you have learned | |
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| Think Guide #4: Evaluation of Web Sources | |
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| Finding Magazine and Newspaper Articles | |
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| Introduction to online databases | |
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| Examples of searching from ProQuest | |
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| Examples from SIRS | |
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| Examples of searching from EBSCOhost | |
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| Examples from JSTOR | |
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| Examples from ARTstor | |
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| Indexes to collections of poems, short stories, and songs | |
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| Indexes to historical newspapers online | |
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| Putting it all together (especially important for instructors) | |
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| What you have learned | |
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| Think Guide #5: Thinking Critically about Articles | |
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| Citing in Style and Summarizing | |
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| Why is citing important? | |
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| Bibliographic style manuals | |
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| Question #1: how to cite a book? | |
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| Question #2: how to cite an encyclopedia article (printed version) | |
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| Question #3: how to cite an encyclopedia article (Web version) | |
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| Question #4: how to cite a story in a collected work | |
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| Question #5: how to cite an article | |
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| Question #6: Footnotes, endnotes | |
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| Cybercitation templates | |
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| How to write summaries | |
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| How to critically summarize (annotate) a book: an example | |
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| How to critically summarize (annotate) an article: an example | |
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| What you have learned | |
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| Think Guide #6: Honor Principle Discussed and Applied | |
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| Bibliography | |
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| Appendices | |
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| Alignment Between Information Literacy and Technology Standards | |
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| Goals and Means to Achieve Them | |
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| College Libraries Are Not Just Larger School Libraries | |
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| Getting Started with Primary Sources | |
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| Science Projects in Context | |
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| Collaborative Sample Project in Arts | |
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| Sample Projects in Social Sciences | |
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| The Dewey Decimal Classification | |
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| Mapping Dewey Decimal Classification (DDC) to Library of Congress Classification (LCC) | |
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| Pre-Test: A Baseline for Information Literacy Skills | |
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| Scoring Rubrics: Examples for Information Literacy Projects | |
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| Post-Test: An Example for Take Home Final Quiz | |
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| Online Databases: A Checklist for Evaluating Online Services | |
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| Self-Reflection: Getting Insight into Students' Level of Awareness | |
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| Summarizing Sources | |
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| Cited Reference Printed Sources | |
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| Evaluation of Sources | |
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| Index | |