1
Timothy Meyers
ILS 504: Reference and Information Sources and Services
Professor Sche
Term Project: Four Workshops in Information Literacy
Assignment: An “information literacy” type instructional guide, developed for teaching a subject
resource in a school, public or academic library.
I. Introduction: Four Workshops in Information Literacy (subject focus: art therapy)
The target library user group who will attend the instructional project: Four Workshops in
Information Literacy will be first-year students who are prospective art therapy majors at Albertus
Magnus College (AMC) in New Haven, Connecticut. Albertus Magnus College Library is an academic
library with over 88,000 volumes, as well as thousands of media titles, print and electronic journals. The
library maintains databases and journal and e-journal collections in subject areas from art to speech.
The four 90-minute workshops are designed to address specific areas of information
literacy using the subject art therapy as the springboard. The workshops include: (1) Selecting
Appropriate Internet Resources; (2) Identifying Scholarly Periodicals; (3) Accessing and Citing
Articles in Magazines, Journals, Newspapers and Reference Works; and (4) Accessing and
Citing Library Books/E-Books. Although designed for prospective art therapy majors, the
workshops could easily be adapted for students contemplating any major. Art therapy, a
concentration in the Visual and Performing Arts Department, was selected because it is a unique
offering at AMC, combining art techniques with psychology’s therapeutic tools. Many students
elect the major because the college also offers a popular Master of Arts in Art Therapy (MAAT).
The objectives of Workshop 1: Selecting Appropriate Internet Resources are the
following: (1) to compare and contrast information on the internet with information on library
database; (2) to use authority, accuracy, objectivity, currency, audience and coverage as criteria
for determining whether a website is appropriate for college-level work; and (3) to access college
2
appropriate resources/information from the following search engines available on the library
website: Ask, Clusty, Google Scholar, Scirus, Windows Live Academic Search and Wisenut.
The objectives of Workshop 2: Identifying Scholarly Periodicals include: (1) to
compare/contrast the characteristics of scholarly periodicals and popular periodicals; (2) to
evaluate an article from a scholarly journal; (3) to locate scholarly and popular periodicals in the
Albertus Magnus College Library; (4) to deduce the definitions of scholarly and popular
periodicals.
Workshop 3: Accessing and Citing Articles in Magazines, Journals, Newspapers and
Reference Works addresses the need of the college student: (1) to create a search plan; (2) to
search library databases by topic; (3) to cite periodical sources using MLA and APA; (4) to
create an annotated bibliography; and (5) to search magazines, journals, and newspapers by title.
The objectives of Workshop 4: Accessing and Citing Library Books/E-Books include: (1)
to use the library website to access books; (2) to explore three ways to access e-books on the
library website; (3) to cite books and e-books using MLA and APA; and (4) to define
information literacy.
The objectives of Four Workshops in Information Literacy were developed as a result of
library and IT staff observations, as well as research in information literacy. The reference and
IT staff at AMC (I am member of both the library reference and IT departments), frequently
observe students’ inability to select and access appropriate resources for college-level work. In
the AMC Library, it is common to find students with course assignments both initiating searches
with Google and struggling with academic websites and databases. Research supports staff
observations. For example, OCLC (2006) found that 89% of students surveyed preferred to
initiate an information query using a search engine, compared to a mere 2% who begin a query
3
on a library website (p. 6-2). Furthermore, of the 41% who used a library electronic resource,
only 10% found it “met their information needs” (p. 6-3).
AMC recognizes information literacy as one of its most significant learning outcomes
(Albertus Magnus College, 2010-2011, p. 74). To that end the library provides library cards to
both the traditional day students and New Dimensions students during orientation. Furthermore,
staff is available in Bree Commons while evening classes are in session in order to assist students
with their information needs. However, staff also recognizes the need to enhance the information
literacy program so that the library’s vast resources are more effectively utilized. The library
self-reports: “The data systems which enable counts of material usage, however, need to be
better understood. From the perspective of the library, it is clear that the staff needs to be more
proactive with faculty, working more closely with them on assignment-driven instruction” (p.
77).
As a result of the need to enhance information literacy offerings at AMC Library, I
developed sample information literacy workshops that are (1) organized around students’ areas
of interest (i.e. the prospective art therapy major); (2) more hands-on than an instructor-centered
presentation; (3) co-taught by a library staff and art faculty member and (4) completed for
college credit. In order to make learning more engaging for students, I adapted a technique called
jigsawing for the workshops. The concept is defined in Lorensen (2004):
A jigsaw is an active learning technique. The teacher decides to teach a concept.
This concept is then divided into smaller parts. A class of students is broken
down into small groups. Each group is assigned one of these parts to work on.
Later, the students come back together as a class. Each group then teaches what
they have learned to the whole class. The teacher guides each group and is there
to clarify and correct the group presentations as necessary.
4
Furthermore, involving faculty in the library workshops increase both student and faculty use of
the Albertus Magnus College Library, as well as improve students’ understanding of the nature
and location of academic resources available to them and appropriate to their majors. Finally, it
would benefit all stakeholders if students received one PASS/FAIL college credit for attending
the four workshops, which potentially could transform how they access information during their
college careers. Students are naturally more motivated if what they do is counted in some way
toward grades, transcripts and graduation.
5
II. Outlines of Instruction
Note: Prior to Workshop #1 a Preliminary Questionnaire will be administered to
determine where students are regarding the information literacy concepts to be presented
in the unit. An Evaluation Questionnaire will be given at the end of Workshop #4. Both
Questionnaires appear Section III: Evaluation Criteria.
A. Workshop # 1: Selecting Appropriate Internet Resources
1. Task No. 1: Comparing the Internet and Academic Library Databases
 Assignment: In teams of two or three, students will use library computers
to access general search engines at AMC Library. Each team will use the
search engine to find hits for the key words: art therapy and color. Each
team will select one hit and use it to complete the Information on the
Internet section of the yellow chart which follows.
 Initiation: Library staff/art faculty survey students regarding how they
begin course assignments that require research. Responses are noted on
the interactive whiteboard.
 Procedure:
1. Each team chooses one of the following general search engines: Google
(www.Google.com); Bing (www.bing.com); Dogpile (www.dogpile.com);
AltaVista (www.altavisa.com); and Yahoo (www.yahoo.com).
2. Each team uses the search engine to find hits for the key words: art
therapy and color.
3. Each team selects one hit and examines it in order to complete the
Information on the Internet Section of the yellow chart for Task No. 1.
4. One member from each team presents their findings to the class.
5. The librarian/art faculty conducting the workshop compile results on a
chart on the interactive white board for discussion.
6. The art faculty models how to retrieve a scholarly article from the
databases at AMC Library, using art therapy and color as the initial query.
Note: One hit that works well to demonstrate the nature of information
retrieved from a scholarly Gale database Educator’s Reference Complete
is cited below:
Withrow, R L (Spring 2004). The use of color in art therapy. Journal of Humanistic
Counseling, Education and Development, 43, 1. p.33(8). Retrieved April 20,
2011, from Educator's Reference Complete via Gale: http://find.galegroup.com.
6
7. The class completes the Information on Academic Library Databases
section of the yellow chart that follows and discuss.
Possible sample responses for the chart which follows appear in the chart
in Appendix A.
The Internet and Library Databases: Similarities and Differences
Information on the Internet
Information on Academic
Library Databases
Purpose
What is the purpose of the
information?
Organization
How is the information
organized?
Selection
How is the information
selected for inclusion?
Author
Who is/are the author/s of the
information? What are the
author’s credentials?
Cost
What is the cost to access the
information?
 Closure: At the end of Task No. 1, the librarian/art faculty staff explain
better ways to use Google, as recommended in Albertus Magnus College
Library (March 22, 2011):
 On the Google homepage (www.google.com), use the “Advanced
Search” option by clicking on the link to the right of the search
field.
 Boolean functions:
o On the “Google Advanced Search” page, put your search
term(s) in the box entitled “all these words.” You do not
have to put the word “and” in between multiples terms.
Next, in the “search within a site or domain” box, you can
limit the domain to: .edu, .gov, .org, etc. or limit to a site,
for example, npr.org or nytimes.com in order to obtain
better search results.
o In the box “this exact wording or phrase” you can put an
exact phrase as stated.
o The boxes “one or more of these words” constitute a
Boolean “or” search.
o The box “any of these unwanted words” is the same as the
Boolean operator “not” (p. 4).
7
2. Task No. 2: How to Select Internet Sites That Are Appropriate for
College-Level Work
Assignment: Using two preselected internet sites, students will answer the
question: What is art therapy?
 Initiation: Library staff/art faculty ask students to identify what they
believe to be the criteria for resources to be used for college-level work.
Responses are compiled on the interactive whiteboard.
 Procedure:
1. Students examine the following two websites:
American Art Therapy Association: http://arttherapy.org/
Art Therapy: http://www.vickyb.demon.co.uk/
2. In teams of two or three, students evaluate each website by
completing the green chart below.
3. One member of each team reports the results to the class.
4. The results are recorded by the librarian staff/art faculty on the
interactive white board.
 Closure:
The class reviews the criteria for resources to be used for college-level
work.
The Internet and Library Databases: Similarities and Differences
Art Therapy:
http://www.vickyb.demon.co.uk/
Purpose
What is the purpose of the
information?
Organization
How is the information
organized?
Selection
How is the information
selected for inclusion?
Author
Who is the author/s of the
information? What are the
author’s credentials?
Cost
What is the cost to access the
information?
American Art Therapy
Association:
http://arttherapy.org/
8
3. Task No. 3: Selecting Appropriate Internet Sites for College-Level Work
using Albertus Magnus Library Website.
 Assignment: In teams of two or three, students will browse one of the
search engines available on the AMC Library website for articles that best
answer the question: What is art therapy? Each of these search engines is
available on the Index of Websites page of the Library Website:
 Initiation: Using the interactive whiteboard, library staff/art faculty show
students how to access the Index of Websites on the AMC Library
website:
http://www.albertus.edu/student-resources/library/index-of-websites.html
 Procedure:
1. Each team selects a search engine from the AMC Library Website:
Ask
http://www.ask.com/
Clusty.com (clustering search engine)
http://clusty.com/
Google Scholar
http://scholar.google.com/
Scirus: For Science Information Only
http://www.scirus.com/srsapp/
Windows Live Academic Search
http://academic.live.com/
Wisenut (clustering search engine)
http://wisenut.com/
2. From its chosen search engine, each team selects one article that it feels
best responds to the question: What is art therapy?
3. For its chosen article, each team answers the following questions
adapted from Albertus College Library (March 22, 2011):
 Authority – Who created the information? What expertise do they
have?
 Accuracy – Is the information correct?
 Objectivity – Who sponsored the information? Does the author
have a particular agenda?
 Currency – How long ago was it written or researched? Is it still
relevant today?
9


Audience – Who is the author writing for? Is it age appropriate,
etc.?
Coverage – Is the information relevant to your topic? (p. 1)
4. Each team presents its best article to the class and explains why that
article was the most appropriate to answer the research question: What is
art therapy?
 Closure: The class discusses how search engines may be used
appropriately for college-level work.
B. Workshop #2: Identifying Scholarly Periodicals
1. Task No. 1: Comparing Scholarly and Popular Periodicals
 Assignment: In small teams of two or three, students will examine hard
copies of various art journals and compare these to popular periodicals.
 Initiation: Library staff/art faculty show students where hard copies of
art journal and popular periodical are located in the AMC Library.
 Procedure:
1. In small teams of two or three, students examine copies of various art
journals (including Art Therapy: Journal of the American Art Therapy
Association, American Journal of Art Therapy, International Journal of
Art Therapy, Journal of Creativity in Mental Health, etc.).
2. Students compare these art journals to popular periodicals available in
the library (Time, Newsweek, The Atlantic Monthly, Business Week, The
Economist, etc.).
3. Each team completes the blue chart below.
4. One member of each team shares the results with the class.
5. The librarian/staff compile results on an interactive white board. The
class will deduce the definitions of a scholarly periodical and a popular
periodical.
A possible range of responses appears in the chart in Appendix B.
10
How to Identify Scholarly and Popular Periodicals
SCHOLARLY
POPULAR
Appearance
What does the periodical look
like?
Purpose
What is the main purpose of
the periodical?
Content
What is the subject matter of
the articles?
Language
What is the reading level of the
articles?
Author/s
Who wrote the articles and
what are his/her credentials?
Audience
For whom are the articles
written?
2. Task No. 2: Evaluating Scholarly Periodicals
Assignment: In small groups of two or three, students will select one article from
one of the art journals to evaluate on the basis of meeting appropriate criteria for
college-level work.
Initiation: Library staff/ art faculty brainstorm the criteria for evaluating a
scholarly periodical. Possibilities include: appearance, purpose, content,
language, author/s, and audience.
Procedure:
1. Students will go to the second floor of the AMC Library to examine the
scholarly journals available in hard copy and arranged in call number order.
2. Each team will evaluate one article on the basics of the criteria identified in the
Initiation.
3. The librarian/art faculty will record student responses on the interactive white
board. Students will share their findings.
11
C. Workshop #3: Accessing Articles in Magazines, Journals, Newspapers and
Reference Works
1. Task #1: How to Search for Articles in the Library Database by Topic

Assignment: In teams of two or three, students will find three current
articles on the topics of autism and art therapy; children and art therapy; or
adolescents and art therapy. Each team creates an annotated bibliography
for its three articles. Each team will have access to a library computer and
a printer.
 Initiation: Prior to students beginning the assignment, library staff/art
faculty will review/model the Albertus Magnus College Library (March
22, 2011) tips for searching:






Use Boolean Operators (and, or, and not) to narrow or expand a
search.
Limit results to scholarly, peer-reviewed, or refereed journals when
needed.
Limit results to full-text when necessary.
Use proximity searching, wildcard symbols, and truncation as
needed.
Check “Search Tips” or “Help” tabs for advice on more effectively
searching a particular database.
Keep search terms concise. Do not use long and/or complicated
phrases; for example, write “workplace and diversity” in the search
box instead of “diversity issues in the workplace” (p. 2).
Using the interactive white board and the AMC Library website, the
library staff/art faculty will model the search process using the key words:
autism and art therapy. One possible hit to use as a model is the following
article from the AMC Library database Educator’s Reference Complete:
Furniss, G. ( September 1, 2008). Celebrating the artmaking of children
with autism. Art Education. 61, 5. p. 8. Retrieved April 20, 2011,
from Educator's Reference Complete via Gale:
http://find.galegroup.com.
In addition, using the interactive whiteboard, the library staff/art faculty
will review the use of the On-Line Writing Lab (Owl), Purdue University.
The site is listed on the AMC Library under Citation Sites:
http://www.albertus.edu/student-resources/library/index-of-websites.html.
For APA format students will click on Owl at Purdue: APA Style Guide:
http://owl.english.purdue.edu/owl/resource/560/01/ . For MLA format
students will click on Owl at Purdue: MLA Style Guide:
http://owl.english.purdue.edu/owl/section/2/11/
The library staff/art faculty will model how to write a bibliography
citation in both APA and MLA for the article “Celebrating the Artmaking
12
of Children with Autism” as an example. The library staff will review how
to annotate the entry.
 Procedure: Students use the following steps to access articles in the AMC
Library Database:
www.albertus.edu → Students Resources → Library→ Find an article (Power Search) →Databases
1. On the Power Search Page students click on the name of the subject
area they want to search (i.e. Social Sciences, Literature, Psychology,
Education, etc.).The subject they select for this assignment will be
Education.
2. Students click on the name of the Database they want to search. For
this assignment, students will click on the Search All box to search all the
databases listed under the subject Education: EBSCOhost Ejournals;
Education Research Complete; Educators Reference Complete; Library,
Information Science Technology Abstracts (LISTA); Mental
Measurements Yearbook.
3. Students’ search terms will be a choice of the following: autism and art
therapy; children and art therapy; or adolescents and art therapy. Students
will expand or limit the search as needed. They will search for full-text,
peer reviewed articles.
4. Each team will print its result pages.
5. Each team will print the three articles most appropriate to their topic
and write an annotated bibliography entry for each article in APA style.
6. One student from each team will present findings to the class on the
interactive white board. (Library/art department staff will be available to
help with format and style for annotated bibliography.)
7. One student from each team will model the search process from the
beginning using the interactive active white board.
 Closure: Librarian/art faculty will review strategies for searching articles
in a library database by topic. Albertus Magnus College (March 22, 2011)
offers the following helpful tips for using the Library Database:
For academic research purposes, the library subscription databases usually
produce much better results than Google, Yahoo and other search engines.
In most cases, it is better to click on the name of the subject area and then
on the name of the desired database rather than checking boxes. Checking
boxes does allow you to combine databases but often produces a very
large number of results and/or results that may not be directly related to
your topic. It is better to search from the home page or main page of each
database (p. 2).
13
Appendix C contains a sample of search results for the basic keyword
search “autism and art therapy” using the subject Education and the
databases listed under Education.
2. Task #2: How to Search for Magazines, Journals, or Newspapers by Title
 Assignment: Each team will switch search result pages from Task #1. The
team will search three of the other team’s results by title of the magazine,
journal or newspaper.
 Initiation: Using the AMC Library webpage and interactive whiteboard,
library staff/art faculty will review the process for searching magazines,
journals or newspaper by title and then locating the desired article. For
example, the article from Task #1: “Celebrating the Artmaking of
Children with Autism” will be searched in the journal Art Education.
 Procedure: Students will use the following steps to access magazines,
journals, or newspapers by title:
www.albertus.edu → Students Resources → Library→ Find a Magazine/Journal
1. Each team will access three search results from another team by titles of
the magazine, journal or newspaper.
2. One student from each team will model the process using the interactive
white board.
 Closure: Students will discuss what they have learned about accessing
articles.
D. Workshop #4: Accessing and Citing Books
Task 1: Finding Books by Topic Using AMC Library Catalog (BOOTS)
 Assignment: Students will search for books on the topic of art therapy and
one other variable of their choice (i.e. autism, learning disabilities,
assessments, adolescents, children, techniques, assessments, Alzheimer’s
disease, etc.). Students will select three of their most relevant findings,
locate them in the library and cite the sources in both MLA and APA.
 Initiation: Using the AMC Library webpage and interactive whiteboard,
library staff/art faculty will review the process for searching for books by
topic. The library staff/art faculty will model an Advanced/Keyword
Anywhere search for the terms: art therapy and children and autism. From
the results page, the library staff/art faculty will select one title and locate
it in the library. In addition, the library staff/art faculty will model citing
the resource in MLA and APA using formatting and style guides from the
On-Line Writing Lab (Owl) at Purdue University available on the AMC
Library website. See Workshop #3: Task 1 for sites.
14
Note: A hit that works well is cited below. The title is located in the Main
Library: Call Number: RJ506.A9 E94 2001
Evans, K. (2001). Art therapy with children on the autistic spectrum:
Beyond words. Philadelphia: Jessica Kingsley Publishing.
 Procedure: Students will use the following steps to access books in the
AMC Library:
www.albertus.edu → Students Resources → Library→ Find a Book (Boots)
1. Students will select their art therapy related topics.
2. Students will conduct an Advanced/Keyword Anywhere search as
modeled in the Initiation.
3. Students will broaden or narrow their search as needed.
4. From their search results, students will select three books to locate in
the AMC Library.
5. Students will use the MLA and APA formatting from the On-Line
Writing Lab (Owl) at Purdue University to cite their books. See Workshop
#3: Task 1 for sites.
6. Each student will present one of his/her books to the class and describe
the process of locating and citing the resource.
 Closure: Library staff/art faculty will survey students to assess their
questions/issues/success regarding finding books in the AMC Library.
Task 2: Finding E-Books in the AMC Library
 Assignment: Students will search for e-books on the topic of art therapy
or a related topic. Students will select one of their most relevant findings
and cite the source in both MLA and APA.
 Initiation: Library staff/art faculty will model three ways of locating ebooks on the AMC Library website and describe the types of resources
offered. (1) From the AMC Library Home Page, click on E-Books in the
bookmarks. (2) E-books may be accessed by choosing Find a Book, which
includes print books as well as e-books. (3) Clicking Electronic Books
while searching Find Articles will also produce e-books.
AMC Library subscribes to Ebrary Academic Complete (over 50,000
nonfiction e-titles in and NetLibrary e-books (over 3,000 fiction and
nonfiction e-titles). The library staff/art faculty will model a an e-book
15
search for art therapy and cite the source in both MLA and APA. See
Workshop #2: Task #1 for sites.
Note: One helpful hit from Ebrary Academic Complete is cited in MLA
format below:
Ford-Martin, Paula Anne. "Art Therapy." The Gale Encyclopedia of
Medicine. 3rd ed. Vol. 1. Detroit: Gale, 2006. 399-401. Gale
Virtual Reference Library. Web. 21 Apr. 2011.
 Procedure:
1. Students will practice three ways of accessing e-books as modeled in
the initiation.
2. Students will find one e-book/encyclopedia/dictionary/handbook/
reference, etc. on art therapy or related topic.
3. Students will cite the e-book/encyclopedia/dictionary/handbook/
reference, etc. on art therapy or related topic. See Workshop #2: Task #1
for sites.
4. Students will present their findings to the class.
 Closure: Since this is the final of the four workshops, library staff/art
faculty will survey students for their new learning/questions/suggestions
and administer the Evaluation Questionnaire. Library staff/art faculty will
also ask students in teams of two and three to develop a definition of
information literacy. These will be shared with the class on the interactive
whiteboard.
AMC Library (March 22, 2011) cites the following criteria for the
information literate individual as adapted from American Library
Association (1989):






Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surround in the
use of information, and access and use information ethically and
legally
American Library Association. (1989). Presidential committee on
information literacy: Final report. Chicago: American Library
Association.
16
III. Evaluation Criteria
A. Librarian/art faculty observations: The staff will observe students in each workshop to
determine if they are both engaged in learning and achieving the goals of the
assignments. Staff will work individually with students/teams that are disengaged or
not successfully completing tasks.
B. Assignments: Librarian/art faculty will grade assignments on a Pass/Fail system.
C. Students will be given a pre- and post-workshop survey to determine (1) their selfperceived level of expertise in key areas prior to beginning Workshop #1 and (2) after
Workshop #4 what they feel they learned in the workshops and what suggestions they
have for future workshops. The questionnaires appear on the following pages.
17
Four Workshops in Information Literacy
Albertus Magnus College Library
Preliminary Questionnaire
Name:
Date:
Are you able to accomplish the following tasks in the AMC Library?
1. Access the AMC Library Homepage
 Yes  No
2. Access search engines on the AMC Library website
 Yes  No
3. Evaluate information from a website using appropriate criteria
 Yes  No
4. Find books by topic using BOOTS (AMC Library Catalog)
 Yes  No
5. Develop an organized approach to research
 Yes  No
6. Evaluate information from an article using appropriate criteria
 Yes  No
7. Find articles in magazines, journals, newspapers, reference works
and other sources by topic
 Yes  No
8. Access the AMC Library Databases
 Yes  No
9. Use Boolean operators (and, or, and not) to narrow or expand a
search
 Yes  No
10. Limit search results to peer-review or refereed journals when needed  Yes  No
11. Limit search results to full-text when necessary
 Yes  No
12. Keep search terms concise
 Yes  No
13. Find magazines, journals, or newspapers by title
 Yes  No
14. Access Reference Databases
 Yes  No
15. Access E-Books
 Yes  No
16. Access the On-Line Writing Lab (OWL) at Purdue University
 Yes  No
17. Access the MLA Formatting and Style Guide on OWL
 Yes  No
18. Access the APA Formatting and Style Guide on OWL
 Yes  No
19. Use the Advanced Search option on Google
 Yes  No
20. Define Information Literacy
 Yes  No
18
Four Workshops in Information Literacy
Albertus Magnus College Library
Evaluation Questionnaire
Name:
Date:
1. Why did you decide to participate in the Four Workshops in Information Literacy?
2. What were your expectations of the workshops? Were they met?
3. What do you think are your three main achievements as a result of the workshops?
a.
b.
c.
4. Are you now able to explain the similarities/differences between information accessed
via the Internet and information accessed through college databases?
 Yes
 No
5. Can you now apply criteria for evaluating the appropriateness of a website for collegelevel work?
 Yes
 No
. Are now able to identify the characteristics of scholarly periodicals?
6
 Yes
 No
7. Can you now search for articles in the Albertus Magnus College Library databases by
topic?
 Yes
 No
8. Are you now able to use search for magazines, journals, or newspapers in the AMC
Library by title?
 Yes
 No
9. Can you now find books by topic using BOOTS – the AMC Library catalog?
19
 Yes
 No
10. Are you now able to use the On-line Writing Lab (OWL), Purdue University:
http://owlenglish.purdue.edu/ for writing tips and for citing and style information?
 Yes
 No
11. Do you understand the use of Boolean operators?
 Yes
 No
12. Do you understand how to limit your searching?
 Yes
 No
13. Were the learning activities engaging?
 Yes
 No
14. As the workshops end, what help would you still like to have from library staff?
15. What positive aspects of the workshops would you like to see carry over for the next
group of workshop attendees?
Other comments/suggestions:
20
References
Albertus Magnus College Library. (2011, March 22). Information literacy instruction.
Albertus Magnus College. (2010-2011). 2011self study: Prepared for the New England
Association of Schools and Colleges. New Haven: Albertus Magnus College.
Lorenzen, M. (2004). Encouraging community in library instruction: A jigsaw experiment in a
university library skills classroom. Retrieved from
<http://libraryinstruction.com/jigsaw.html.>
Online Computer Library Center (OCLC). (2006).College students’ perceptions of libraries
and information resources. Retrieved from
<http://www.oclc.org/reports/pdfs/studentperceptions_conclusionpdf.>
21
Appendix A
The Internet and Library Databases: Similarities and Differences
Information on the Internet
Purpose
What is the purpose of the
information?







Organization
How is the information
organized?
Selection
How is the information
selected for inclusion?


Author
Who is the author/s of the
information? What are the
author’s credentials?


Cost





Entertainment
Commercial purposes
Marketing/Advertising
purposes
Educational research
Personal opinion
Deliberate misinformation
Open repository for
materials
Uncataloged
Most frequently queried
Information on Academic
Library Databases
 Educational research
 Selected to meet
needs of students’
assignments
 Meets university’s
curriculum goals

Cataloged
Anyone can publish
materials
Many materials are
unedited

Anyone can author
Credentials are not
required
Materials may reflect
inappropriate bias

Information may be free
A registration fee may be
required

Professionals select
materials (i.e.
scientists, scholars,
librarians, researchers
in the field, etc.)
Professional
credentials are
generally required
Bias should be
appropriate for
material
University or college
pays fee

22
Appendix B
How to Identify Scholarly and Popular Periodicals
Appearance
What does the periodical
look like?
Purpose
What is the main purpose
of the periodical?
Content
What is the subject matter
of the articles?



Report original
research/experiments


Highly specialized
Abstract/descriptive
summary
Graphs and charts
Cited sources
Bibliographies/footnotes
Peer edited




Language
What is the reading level
of the articles?
Author/s
Who wrote the articles
and what are his/her
credentials?
Audience
For whom are the articles
written?
SCHOLARLY
Serious look
Few/no advertisements










Language of discipline
covered
Technical/specialized
vocabulary
Complex writing style
Scholars
Scientists
Researchers in the field
Specialists
Affiliated with colleges,
universities, research
institutions, etc.
Specialized audience
Assumes audience’s
technical background











POPULAR
Attractive
Photos/pictures
Advertisements
Entertain
Inform
Market
Non specialized
No footnotes
Few graphs/charts
Straightforward
writing style
Middle school reading
level


Professional writers
Not usually trained in
field they are covering

General audience
23
Appendix C
Sample of Search results for the keyword search “autism and art therapy” using the subject Education and
the databases listed under Education: EBSCOhost Ejournals; Education Research Complete;
Educators Reference Complete; Library, Information Science & Technology Abstracts (LISTA); Mental
Measurements Yearbook.
1.Reflections on the Historical Narrative of Jessica Park, an Artist With Autism.
Furniss, Gillian J.; Furniss, Gillian J.
Art Therapy: Journal of the American Art Therapy Association (0742-1656)
12/1/2010. Vol.27,Iss.4;p.190-194
Source: Education Research Complete
Show Abstract | Show In Clusters
This viewpoint discusses the history of Jessica Park, a professional artist who is an adult with
autism. The narrative was constructed from historical descriptive research conducted by the author
using published accounts and interviews with the artist, her mother, and two childhood
companions. Examples of artwork produced in elementary through high school reflect the young
artist's unique thoughts, feelings, life experiences, and ways of understanding her world. The
historical record shows that the ability to establish relationships with others based on the
underlying presence of affect, on shared common interests, and on creative activity contributed
significantly to the artist's developmental progress as a person with autism. [ABSTRACT FROM
AUTHOR]
Check for full text |
2.On amodal perception and language in art therapy with autism.
Rostron, Jo; Rostron, Jo.
International Journal of Art Therapy: Inscape (1745-4832)
6/1/2010. Vol.15,Iss.1;p.36-49
Source: Education Research Complete
Show Abstract | Show In Clusters
This paper is based on the analysis of artwork produced by a 36-year-old male client with mild
learning disability, who was withdrawn or encapsulated for self-protection into mild 'shell-type'
autism. He was offered weekly individual psychodynamic art therapy for a two-year period in all.
The analysis was carried out a year later as an MA research project, using two frameworks
appropriate to non-verbal aspects of art therapy, one theoretical and the other visual. The findings
offer evidence in art therapy of a language consisting of sensations and perceptions registered and
expressed by the body, and between bodies, as contours, inscriptions or signs of expression. This
language is structural, giving shape and form to sensed perceptions according to an innate temporal
and spatial ordering. Its dynamic process constructs and develops the sense of self and other and
24
underpins the capacity for intersubjective relatedness and learning. [ABSTRACT FROM AUTHOR]
Check for full text |
3.Art Therapy and Autism: Overview and Recommendations.
Martin, Nicole; Martin, Nicole.
Art Therapy: Journal of the American Art Therapy Association (0742-1656)
12/1/2009. Vol.26,Iss.4;p.187-190
Source: Education Research Complete
Show Abstract | Show In Clusters
Work with individuals diagnosed with autism spectrum disorders (ASD) is a growing area of
significant interest for many art therapists. The purpose of this viewpoint is to outline the current
impediments to the expansion of this specialty as well as to highlight the unique treatment
advantages of art therapy from the author's perspectives as an art therapist and sibling of a person
with autism. A rationale for the use of art therapy to treat ASD and recommendations are provided.
[ABSTRACT FROM AUTHOR]
Check for full text |
4.The emergence of the 'Interactive Square' as an approach to art therapy with children on the
autistic spectrum.
Bragge, Anita; Fenner, Patricia; Bragge, Anita.
International Journal of Art Therapy: Inscape (1745-4832)
6/1/2009. Vol.14,Iss.1;p.17-28
Source: Education Research Complete
Show Abstract | Show In Clusters
This paper remodels Schaverien's (2000) 'triangle of art therapy' into the concept of the 'Interactive
Square'. The concept embodies an intersubjective, phenomenological approach to art therapy. It
introduces a fourth element to Schaverien's equation of the art therapy dynamic, that of the
therapist's artwork produced within the therapy session creating visual, non-verbal dialogue
between the therapist and client. The concept and approach emerged whilst working with children
diagnosed as being on the autistic spectrum. Beyond conceptualising a particular approach, the
Interactive Square became the means of formatting the art therapy case study into a practical,
predominantly visual, form according to identified interactive components. [ABSTRACT FROM
AUTHOR]
Check for full text |
5.Art Therapy and Autism: Overview and Recommendations.
25
Martin, Nicole.
Art Therapy: Journal of the American Art Therapy Association (0742-1656)
1 Jan 2009. p.NA
Source: Educator's Reference Complete
Show In Clusters
6.Celebrating the Artmaking of Children with Autism.
Furniss, Gillian J.; Furniss, Gillian J.
Art Education (0004-3125)
9/1/2008. Vol.61,Iss.5;p.8-12
Source: Education Research Complete
Show Abstract | Show In Clusters
This article addresses the art process of some celebrated artists with autism, such as Nadia (1977),
Stephen Wiltshire (1987, 1995), and Jessica Park (1967, 2001). There is a limited amount of
literature and research in the field of art education on children with autism who demonstrate talent
and skill in the visual arts. A recent study reported that 1 out of every 150 children is diagnosed
with autism in the United States (Carey, 2007). When engaged in artmaking, some children with
autism demonstrate repetitive behavior and a narrow area of interest. The likelihood is high that an
art teacher may have a student with autism in an inclusive art classroom (Furniss, 2007). Artmaking
for some children with autism may be an opportunity to learn in the arts, as well as an opportunity
to learn other subjects through the arts (Furniss, 2008). [ABSTRACT FROM AUTHOR]
Check for full text |
7.Commentary.
Betts, Donna; Betts, Donna.
Art Therapy: Journal of the American Art Therapy Association (0742-1656)
6/1/2008. Vol.25,Iss.2;p.77-77
Source: Education Research Complete
Show Abstract | Show In Clusters
A letter to the editor is presented in response to the article "Assessing Portrait Drawings Created by
Children and Adolescents with Autism Spectrum Disorder," by Nicole Martin published in the 2008
issue.
Check for full text |
26
8.Assessing Portrait Drawings Created by Children and Adolescents With Autism Spectrum Disorder.
Martin, Nicole; Martin, Nicole.
Art Therapy: Journal of the American Art Therapy Association (0742-1656)
3/1/2008. Vol.25,Iss.1;p.15-23
Source: Education Research Complete
Show Abstract | Show In Clusters
The ability to attend to the human face is a striking and possibly characteristic deficit for individuals
with autism spectrum hum disorder (ASD).This study collected and reviewed data on how people
with ASD approach the drawing task and represent faces in particular. Drawings that were created
by 25 children and adolescents with autism spectrum disorder and 15 neurotypical children were
collected for a pilot study of the Portrait Drawing Assessment. Participants with ASD were rated as
more engaged and conversational during the art therapy assessment than their neurotypical
counterparts, contradicting widespread characterization of people with ASD as asocial. Portrait
drawing was found to be successful as a structured, concrete means for engaging in relationships
and holds potential as a therapeutic task for developing face processing and face recognition skills.
[ABSTRACT FROM AUTHOR]
Check for full text |
9.Assessing Portrait Drawings Created by Children and Adolescents with Autism Spectrum Disorder.
Martin, Nicole.
Art Therapy: Journal of the American Art Therapy Association (0742-1656)
1 Jan 2008. p.NA
Source: Educator's Reference Complete
Show In Clusters
10.Outcome-Based Evaluation of a Social Skills Program Using Art Therapy and Group Therapy for
Children on the Autism Spectrum.
Epp, Kathleen Marie; Epp, Kathleen Marie.
Children & Schools (1532-8759)
1/1/2008. Vol.30,Iss.1;p.27-36
Source: Education Research Complete
Show Abstract | Show In Clusters | 1 Duplicate Records
There is a paucity of literature on social skills therapy for students on the autism spectrum,
revealing an urgent need for additional research. Past research has focused on the use of small
groups or single-case study designs. The present study examines the effectiveness of a social skills
27
therapy program for school-age children ages 11 through 18. The program uses art therapy and
cognitive-behavioral techniques in a group therapy format to broaden and deepen the state-of-theart techniques used in helping children with social developmental disorders to improve their social
skills. Pre- and posttest instruments were distributed to parents and teachers in October and May
of the 2004-2005 school year. Scores revealed a significant improvement in assertion scores,
coupled with decreased internalizing behaviors, hyperactivity scores, and problem behavior scores
in the students. Implications for social work and policy are discussed. [ABSTRACT FROM AUTHOR]
Check for full text |
11.Twenty years dispelling myths.
Tivnan, Tom.
Bookseller (0006-7539)
3/16/2007.
Source: Library, Information Science & Technology Abstracts (LISTA)
Show Abstract | Show In Clusters
The article offers a profile of publisher Jessica Kingsley, winner of the Taylor Wessing Academic
Publisher of the Year award and the Van Tulleken Independent Publisher of the Year prize. Jessica
Kingsley Publishers (JKP) publishes specialty academic books in the social and behavioral sciences.
JKP is recognized as the leader in books on autism, Asperger's syndrome, art therapy and health
and social care. Tony Attwood's "Asperger's Syndrome: A Guide for Parents and Professionals" is
mentioned.
12.Art and the Child with Autism: therapy or education?
OSBORNE, JAN; OSBORNE, JAN.
Early Child Development & Care (0300-4430)
8/1/2003. Vol.173,Iss.4;p.411-423
Source: Education Research Complete
Show Abstract | Show In Clusters
This article examines some of the factors that contribute to the success of art as a therapeutic tool
with children with autism and considers some of the possible reasons why art therapy is not more
in evidence in our schools. The article continues by outlining the skills that experienced teachers of
children with autism can bring to the therapeutic setting. The article concludes with suggestions for
future research in this field. [ABSTRACT FROM AUTHOR]
Check for full text |
13.EXITING NIRVANA.
American Journal of Art Therapy (0007-4764)
28
8/1/2000. Vol.39,Iss.1;p.2
Source: Education Research Complete
Show Abstract | Show In Clusters
Profiles autism patient Jessy Parks and the use of art as therapy in the 1970s. Description of autism;
Problem with social skills; Discussion on the effect of art on Parks; Dependence of autism patients
on routines.
Check for full text |
14.Art of annihilation.
Henley, David R.; Henley, David R.
American Journal of Art Therapy (0007-4764)
5/1/1994. Vol.32,Iss.4;p.99
Source: Education Research Complete
Show Abstract | Show In Clusters
Explores three distinct forms of Pervasive Developmental Disorder. Autism; Schizophrenia;
Borderline personality disorder; Examination of the quality of object relations of four children;
Examples of annihilation concerns.
Check for full text |
15.Book reviews.
Litzenberger, Sandra; Litzenberger, Sandra.
American Journal of Art Therapy (0007-4764)
11/1/1991. Vol.30,Iss.2;p.57
Source: Education Research Complete
Show Abstract | Show In Clusters
Reviews Cheryl Siefert's books `Theories of Autism,' `Case Studies in Autism: A Young Child and Two
Adolescents,' and `Holistic Interpretation of Autism: A Theoretical Framework.'
Check for full text |