Standard One

1
Standard One

• The information literate student determines the
  nature and extent of the information needed.
• Performance Indicator The information literate
  student defines and articulates the need for
  information.
• Outcome Develops a thesis statement and
  formulates questions based on the information
  need

2
Standard One

• For a research paper with the broad topic of
  forestry, which one of the following is NOT an
  appropriate thesis
• Saving the Spotted Owls forest habitat is
  hurting the economy by eliminating jobs in the
  logging industry.
• Saving the Spotted Owls forest habitat is not
  hurting the economy by eliminating jobs in the
  logging industry.
• The Bush Administrations plan to open up
  National Forests to more logging will have long
  term detrimental effects on the environment.
• Conservationists in Colorado are hosting a forum
  What Every Westerner Should Know About
  Wildfire, to educate the community about fire
  prevention.

3
Standard One

• For the following thesis Thinning trees in
  overly dense areas of U. S. National Forests is
  an effective way to prevent forest fires. Which
  are appropriate questions to ask when getting
  ready to conduct your research? Mark all that
  apply.
• What is the current legislation regarding
  thinning in National Forests?
• What are the controversial issues surrounding
  thinning?
• What impact(s) does thinning forests have on
  wildlife?
• Do genetic studies of Eastern Pine reveal a
  susceptibility to needle blight in standing
  groves?

4
Standard One

• Outcome Identifies key concepts and terms that
  describe the information need ____________________
  ______________________
• Of the keyword searches listed below, which is
  likely to produce the most focused results for
  research on the topic of controlling the
  cockroach population in big cities without
  leaving out potentially useful material?
• controlling the cockroach population in big
  cities
• population control and cockroaches and cities
• control and cockroach and (cit or urban)
• control and cockroach population and cities

5
Standard Two

• The information literate student accesses needed
  information effectively and efficiently.
• Performance Indicator The information literate
  student constructs and implements
  effectively-designed search strategies.
• Outcome Selects controlled vocabulary specific
  to the discipline or information retrieval source

6
Standard Two

• Use the Thesaurus to find the preferred term for
  meyer lemons.
• citrus jambhiri
• citrus meyeri
• rough lemons
• citrus limon

7
Standard Two

• Outcome Constructs a search strategy using
  appropriate commands for the information
  retrieval system selected (e.g., Boolean
  operators, truncation, and proximity for search
  engines internal organizers such as indexes for
  books)

8
Standard Two

• The search (cherry tomato and yield) not organic
  seeks articles that contain the phrase cherry
  tomato (plus all variant spellings of tomato)
  and the word yield, as long as those articles
  do not include the word organic.
• True
• False

9
Standard Three

• The information literate student evaluates
  information and its sources critically and
  incorporates selected information into his or her
  knowledge base and value system.
• Performance Indicator The information literate
  student articulates and applies initial criteria
  for evaluating both the information and its
  sources.
• Outcome Examines and compares information from
  various sources in order to evaluate reliability,
  validity, accuracy, authority, timeliness, and
  point of view or bias

10
Standard Three

• Which of the following articles might be useful
  in a paper on how the Chinese government
  regulates its food industry?
• The quality and standard state of seasoning
  foods in China. Nippon Shokuhin Kagaku Kogaku
  Kaishi Journal of the Japanese Society for Food
  Science and Technology, 2003, Vol. 50, No. 8,
  pp. 365-370.
• The contents and distributions of major
  isoflavones in commercial soy products.
  Nutritional Sciences Journal, 2002, Vol. 27,
  No. 3, pp. 139-146.
• Bacterial contamination of ready-to-eat foods
  and fresh products in retail shops and food
  factories. Journal of Food Protection, 1999,
  Vol. 62, No. 6, pp. 644-649.
• A new high protein and good seed quality
  soyabean variety, Danbaegkong. RDA Journal of
  Agricultural Science, Upland Industrial Crops,
  1996, Vol. 38, No. 1, pp. 228-232.

11
Standard Four

• The information literate student, individually or
  as a member of a group, uses information
  effectively to accomplish a specific purpose.

12
Standard Five

• The information literate student understands many
  of the economic, legal, and social issues
  surrounding the use of information and accesses
  and uses information ethically and legally.
• Performance Indicator The information literate
  student follows laws, regulations, institutional
  policies, and etiquette related to the access and
  use of information resources.
• Outcome Uses approved passwords and other forms
  of ID for access to information resources

13
Standard Five

• The user name and password to access CAB Direct
  off campus can be found
• In the CAB Direct database information listed on
  the Libraries web site
• Your Paws Account
• In the Resources section of the AgCenter web
  site
• In Horticulture Hints