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5856 results in Facet Publishing

Page 213 of 293

  • 73 - Ice-breakers

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 192-193

  • Summary

    Ice-breakers are activities used at the start of a teaching session or course to ‘warm up’ the group so they will feel more relaxed and comfortable with each other. Ice-breakers can serve many purposes, but are particularly important if your teaching session involves group work.

    Many training courses often start with an ice-breaker focused on individual introductions, but ice-breakers can also be main activities, which may often be more suitable to information skills sessions where there may not always be time to run formal introductions.

    The purpose of an ice-breaker is to break down barriers between individuals within the teaching group in order to encourage them to be more participative and engaged in the activities. This can be particularly useful whether the group members are strangers or colleagues who may feel inhibited by status or role.

    One example of an introductory ice-breaker would be to break your learners into pairs and ask each learner to find out three facts about their partner – this could be routine information such as their job or course, or something a little more unusual, such as the job they wanted to have when they were a child. Each learner must then introduce their partner to the rest of the group. Be careful with this technique if you are using it to gather information to guide the content of your session – what is reported may not necessarily be accurate! Consider giving learners the chance to comment on their partner's introduction.

    ✓ Best for

  • • group work

  • • breaking down barriers at the start of sessions

  • • creating an active environment for learning.

    • + MORE

  • • If you have a large number of learners, run ice-breakers in small groups rather than for the group as a whole. It is better for some of your learners to have bonded than none at all.

  • • Consider using your ice-breaker as a way of gathering information to help you guide the session.

  • • An activity-style ice-breaker could be:

  • — something fun and totally unrelated to the session you are running

  • — a fun activity that can provide some ‘lessons learned’ to feed into your session

  • — a group or paired learning activity which forms part of your aims and objectives for the session – if time is short, simply starting with an activity rather than a presentation can act as an ice-breaker.

  • 51 - Action learning

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 139-141

  • Summary

    Action learning is an educational process based on working on something ‘real’, rather than a fictional case study or scenario. It is a type of experiential learning (learning by doing) based on the idea that learning is more effective when dealing with real-life situations and problems. It is also a form of social learning where learners work in groups called ‘action learning sets’. Action learning is often associated with the workplace and usually takes place over a period of months, but the general principles can be adapted and applied elsewhere.

    Action learning was pioneered by Professor Reg Revans in the UK and is based around the formula L = P + Q (learning = programmed knowledge + questioning). Although Revans did not recommend the use of a coach or tutor to guide the learning set, in practice this is what tends to happen in order to ensure adequate reflection and action takes place. Questioning is particularly important – the tagline of the US-based International Foundation for Action Learning (IFAL, www.ifal.org.uk and www.ifal-usa.org) is ‘managing the unknown through questioning’.

    Ask your learners to work in small groups – this has been found to be more effective than pairs. The groups may have a joint project they can work on, or each individual can present their own problem. By working together the group pools common knowledge and experience and uses this to address the problem. Through interaction and questioning (from within the group or from a tutor), this should lead to strategies to begin working on a solution. As Pedler (1997) states, ‘the learning dynamic is a recognition of a common ignorance’. This is highly relevant to information skills teaching as learners often struggle with scoping their information needs, that is, identifying what they know, what they don't know and what they need to find out.

    To begin with you are likely to need to work closely with the sets, in providing knowledge but especially in asking questions. Learners may need to become familiar with types of question in order to explore a problem. As the set develops, they should be able to take more responsibility for the processes and actions.

  • B

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 35-48

  • Summary

    BANKING

    Typical questions

  • • I need to read the latest Monetary Policy Committee minutes.

  • • Where can I access international banking statistics?

    • Points to consider

  • • This section should be used in conjunction with the Business Studies and Economics sections, which list relevant libraries, journal article databases and working paper series.

    • Where to look

    Key organizations

    Trade associations

    These provide news on the profession, lists of members and basic statistical data. Most also contain materials on banking regulation.

    British Bankers Association

    www.bba.org.uk

    Publishes the Annual Abstract of Banking Statistics covering the UK industry (subscribers only). Other less detailed statistics can be downloaded free of charge. These include high street banking, credit card and mortgage data.

    Building Societies Association

    www.bsa.org.uk

    Includes statistics on building society assets.

    International Banking Federation (IBFed)

    www.ibfed.org

    Represents national banking associations. Useful links to websites of members.

    UK Payments

    www.ukpayments.org.uk

    Formerly the Association for Payment Clearing Services (APACS), trade association of organizations providing payment clearing services.

    Central banks

    These websites usually provide information on the state of the national economy, national reserves and assets as well as data on banking systems and policies.

    Bank of England

    www.bankofengland.co.uk

    Free access to Monetary Policy Committee minutes, the Inflation Report and Financial Stability reports. The statistics section BankStats has time series of financial and monetary data. Issues covered include financial institutions’ balance sheets, public sector borrowing, interest rates and exchange rates. Check data coverage of series on the website.

    Bank for International Settlements

    www.bis.org

    International organization which promotes international monetary and financial co-operation between central banks. Its website has a central bank hub with free access to useful directories of national authorities, speeches from bank governors and research reports. The statistics section provides free access to some international and national banking statistics. These include cross-border lending and borrowing of internationally active banks, securities, derivatives, external debt and property prices.

    Board of Governors of the Federal Reserve

    www.federalreserve.gov

    Central bank of United States. Website has explanations of the system as well as a large number of publications and statistical reports. Users with a specific interest in statistical data should also consult the St Louis Federal Bank FRED site, research.stlouisfed.org/fred2, a free database of over 27,000 economic time series.

  • J

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 198-202

  • Summary

    JOURNAL ARTICLE INDEXES

    Typical questions

  • • Where can I find recent articles on phenomenology?

  • • I need to do a literature search for my dissertation. Can you help?

  • • Has this author written any more articles?

    • Points to consider

  • • Most students will have used the internet for research. However they may be unaware of other sources where references to academic journal articles may be found. This section introduces some good general services which are available in many academic libraries. Examples of specific subject-based services are provided in all the subject sections.

  • • A common mistake is to search for journal articles in the main library catalogue. In most cases this will not retrieve any results because this type of material is not usually indexed.

  • • When confronted with this situation many students go for the easy option of searching on Google. The power of the internet means that this may retrieve many useful materials, including references to recent items which may not have been included yet in scholarly indexes! However, it is advisable to recommend that they use journal indexing services provided by the library as their starting-point because these will enable them to limit their searches to academic materials. Then, once this initial stage has been completed, supplement it with research on Google Scholar, scholar.google.co.uk, which searches the internet specifically for academic articles and books.

  • • Students often need help choosing which journal index to use. Many may be confused about the difference between journal indexing and abstracting services and e-journal databases. It may seem to them that databases which offer full-text e-journals must be better. However, it is advisable to recommend that indexes usually offer more comprehensive searches across larger numbers of journals. Many libraries have also implemented a facility that links them directly to their e-journal holdings so that full-text articles can be downloaded immediately.

  • • A final point to note is that students frequently need advice on how to access the full text of the articles they find. It is common for them to assume that all the items must be online. They may also have followed links that have taken them away from the subscription database.

  • 50 - Unresponsive participants

  • from Delivery
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 135-136

  • Summary

    All teachers will be faced at some point with unresponsive groups or individuals, who will not answer questions or who will do the bare minimum to get through the learning event. This may have a number of causes – previous experience of information skills teaching, their experiences immediately before your session, poor group dynamics, social activities the night before or simply that your session is boring. The roots of the problem should be explored but more immediate solutions are listed below:

  • • Ask for one volunteer to do your keyboarding (you may have to choose, in which case take someone from the back row). This will mean that the rest of the group's attention is engaged (in probably waiting for their colleague to fail!). Your demands on the volunteer should not be onerous. It is a good idea to write out the words that you would like entered on a flip chart or whiteboard in case your volunteer is dyslexic.

  • • Break up the group. There are fewer places to hide in smaller groups and you can then circulate to prompt input.

  • • Have an activity that you can inject into the session. Physical movement, even if it is just to rearrange the chairs or move into groups, will help energize people.

  • • Do not make comments about the lack of response – this will almost certainly be seen as a sign of weakness and reinforce their behaviour.

  • • Do not be sarcastic or cutting if you direct a question to an unresponsive party, especially to an individual. The group may laugh but they will be waiting for your scorn to fall on them and this will not encourage further participation.

  • • Use a range of active learning techniques to ensure learners are engaged – they are less likely to be unresponsive if you have put some thought into making your session interesting and interactive.

    • ✓ BEST FOR

  • • any group that may include unresponsive participants.

    • + MORE

  • • Liaise with others who teach, or are otherwise engaged with, the group to find out if the relevant individuals usually behave like this. If not, then this may signal that your teaching is part of the problem.

  • 94 - Treasure hunt

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 241-242

  • Summary

    This is a variation on an induction activity. Set the learners a series of tasks that take them around the library, answering questions that lead them to a prize (the treasure). In doing so they should visit key areas and/or find out about services. The tasks could be a quiz/crossword, the answers to which lead up to one location containing the treasure (but be careful that these are not too dull!) or they could be in the form of actual tasks. The latter could be the construction of a map from clues or the creation of a model using materials hidden at particular locations around the building.

    Make sure that you:

  • • Time the hunt well – you should not make it so easy that some will finish well ahead of time, or so hard that no one wins.

  • • Hide the treasure well – hunters should not be able to find it by accident.

  • • Have multiple start points that lead to the same goal – everyone starting at the same point will lead to chaos.

  • • Prepare answer sheets.

    • This activity can be surprisingly motivating for learners. A bit of competition will be both unexpected and engaging for most learners expecting a dull library session.

    ✓ BEST FOR

  • • younger learners.

    • + MORE

  • • The treasure could be a prize for the first completed set of correct answers rather than an object.

  • • Put the treasure hunt online, perhaps using Second Life (http://secondlife.com) or similar virtual environments. If you are designing your own virtual world then you should take care that it looks and feels professional as learners expect high quality from online experiences.

    • :WATCH OUT

  • • Be careful about extreme competitiveness or disengagement by shy individuals if you have set up teams. Do not use the treasure hunt as an opportunity to relax – engage with the groups as they ‘play’ and moderate or encourage as required.

  • • Think about whether there will be any disruption to other parts of your service – a treasure hunt across a silent study area in revision time would be problematic!

  • 62 - Checklists

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 168-171

  • Summary

    A checklist is an informational aid, listing a series of activities to do or questions to answer in order to complete a task. It helps to ensure consistency and completeness in carrying out a task. In many contexts the purpose of checklists is to reduce the risk of failure by listing all the routines that need to be completed rather than relying on human fallibility. Examples of such checklists include those used pre-flight or pre-landing in aviation or in many clinical contexts.

    Checklists are an invaluable approach to planning a learning and teaching event. You could draw up a list of all the things you need to consider in planning a session and then use the list to ensure you do not miss anything important out. You can focus on practical issues (room layouts, etc.; see Practical preparation), but you can also use checklists to audit content plan, as in example 54.1, or plan your evaluation strategy.

    At De Montfort University, The Information Source Evaluation Matrix (Towlson, Leigh and Mathers, 2009) (see example 62.1) is a self-assessment tool or checklist used by learners to evaluate resources.

    ✓ Best for

  • • Any training event, especially new or important events.

  • • Most learning contexts, especially encouraging independent learning and the development of critical thinking.

    • + MORE

  • • Other ways of using checklists with learners include the provision of more interactive guidance with referencing, in devising prompts for peer or self-assessment (turning the learning outcomes into easily understandable assessment criteria) or in providing structured handouts for a literature search and review.

  • • As indicated above, checklists are used in many clinical settings including evidence-based medicine (EBM). EBM starts from the premise that using and applying the results of health sciences research can improve medical practice. It draws on a range of techniques and approaches, including the use of randomized controlled trials, riskbenefit analysis, meta-analysis and systematic review of the literature. Key to systematic review is critical appraisal. This is ‘the process of carefully and systematically examining research to judge its trustworthiness, and its value and relevance in a particular context’ (Burls, 2009). A number of different critical appraisal training courses are available to develop the necessary skills to review the validity, results and relevance of scientific research.

  • 52 - Amplifying your teaching

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 142-144

  • Summary

    Amplified teaching uses social media to extend the learning and teaching event more actively to all participants within and beyond a single physical location and the designated course attendees.

    Event amplification is now ubiquitous, with the greatest volumes of coverage around major political events, celebrity news and controversial television programmes. In the library and information sector context, popular demonstrations in defence of libraries have been amplified (so participants in a sit-in are Tweeting what is happening or uploading their video diaries). On a more day-to-day level, some form of amplification is common at professional conferences or even unconferences (participant-driven meetings that do not follow a standard conference format).

    The first step in doing this successfully is to assign a clear, unambiguous name to the session. If using Twitter, this will need to be in the form of a hashtag (#), which is usually an acronym for an event; for example, #lat10 for ‘Librarians as Teachers 2010’. Preferably, keep such tags short, as they will use up valuable character space in Tweets. Amplification can be achieved in a number of ways:

    Recording the event

  • • Amplification of the teacher's input: using video and audio streaming technologies can make it possible for anyone not physically present in a classroom to hear what the teacher is saying. This is often most effective when the teacher's input is in the form of a talk or lecture, but it can also be used for question and answer sessions. It can be less effective in open discussions or workshops. This is very often used at large conferences. Sometimes you may need to pay a fee to subscribe to any live streaming.

  • • Amplification of the teacher's slides and any written output: any slides or presentation content can be made available via the conference website (sometimes for a fee), via a global repository service for presentations, such as SlideShare (www.slideshare.net), or within a Virtual Learning Environment (VLE) (also known as a Learning Management System or LMS).

  • • Amplification across time: the lecture or talk can be made available for a finite or undefined period by using podcasting or videocasting and by maintaining an archive copy.

  • 88 - Self-assessment

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 226-227

  • Summary

    Self-assessment can be a useful part of your assessment strategy. It allows learners to find out whether the learning outcomes of the session or course have been met, without having to submit their work for assessment by other people. It may seem as if the teacher is transferring responsibility for the assessment, so it does require a clear and supportive framework in order to work:

  • • Publish the assessment criteria and explain it to the learners. They will need to know what they are looking for in their own learning.

  • • Provide checklists for learners to work through when assessing their own work.

  • • If you use workbooks, be sure to include answer sheets.

    • A sample self-assessment exercise might be based around finding and evaluating information. Ask the learners to find a journal on a topic. Set clear criteria for the type of article that you want it to be – perhaps published after a particular date, of academic content or from a newspaper. Once they have found an article, ask the learners to reference it correctly and write a short abstract. Allot marks for each element and then ask the learners to mark against the criteria. You could take on the role of second marker to check how well it has worked.

    ✓ BEST FOR

  • • assessing simple and practical learning outcomes

  • • staff development

  • • learners with a short-term engagement with your teaching

  • • encouraging learners to take ‘ownership’ of their learning.

    • + MORE

  • • Develop online exercises with built-in feedback. This can be attached to each question of a simple multiple-choice exercise. For example: ‘You answered A. The correct answer was B’, or in more detail: ‘You answered A and the answer is B because —.’ Most assessment software allows you to do this automatically.

    • : WATCH OUT

  • • Self-assessment needs trust between learner and teacher – it demands that learners take responsibility for their own learning – and can be scary when you first try it.

  • 79 - Peer assessment

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 207-208

  • Summary

    Peer assessment involves learners in the assessment of the work of their peers, i.e. other learners. It is a very powerful and effective approach to assessment, as hearing the views of peers on your performance and/or giving your considered opinion on their work can encourage engagement with both the tasks and the assessment process (knowing your peers will be judging you is an excellent motivator).

    Involving learners in the assessment – that is, checking whether the learning outcomes have been achieved – can improve an understanding of both the task and the assessment process. It can also be a good way of validating your session content and design by getting the learners to take more responsibility for their learning outcomes. With information literacy teaching this may be especially important in translating what may seem like quite abstract (and library-owned) knowledge into meaningful and relevant applications. Most of the assessment will be formative and will take place within the session.

    These are two of the ways you can use peer assessment:

    1 Set a task and then ask for feedback on how the individual or group performed. Rather than you as teacher commenting on the feedback or results of the task, get the group to review their performance within the group.

    2 Ask one group to comment and provide feedback to another group. For this to work effectively, the learners need to understand the assessment criteria which in turn should be based on the learning outcomes. Thus, if you ask for comments on a search strategy presented by a group, then you should require the peer assessors to comment specifically on particular elements – the range of keywords, perhaps – rather than general comments. This will require you to ‘publish’ the assessment criteria – a simple sheet of things to look for will suffice. Turn this into a more active group activity with a poster tour (Poster tours). This can work very well in assessing presentations.

    ✓ BEST FOR

  • • longer sessions

  • • staff development.

    • + MORE

  • • Try this as an online activity by using the comments facility in blogs, wikis or online discussion fora in other online learning environments. Make sure the assessment is anonymous to avoid any destructive comments.

  • 78 - Multiple-choice questions

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 203-206

  • Summary

    Multiple-choice is a form of assessment in which respondents are asked to select the best (or correct) choice (or choices) from a list of options. Such questions are used very often in educational settings, but also in market research and in popular quiz formats. You may encounter them most often in technology-enhanced learning (TEL). Many VLEs have integrated quiz and survey software and hand-held voting (or personal response) systems are very suited to interactive learning activities in the form of multiple-choice responses.

    There are always two different parts to a multiple-choice question. The first is the ‘stem’ – a question, an incomplete statement or a problem to be solved. The second part is the list of possible answers – the ‘key’. Incorrect answers are called ‘distractors’.

    You can use lots of different formats for the stem – images, case studies or single-line statements. There are some important principles to follow when developing your questions (University of Leeds, 2006):

  • • Think very carefully about your use of language. Try to prepare clear, succinct and unambiguous stems.

  • • Avoid repeating content in the options.

  • • Usually it is best just to have one correct response.

  • • Make sure that you do not have silly, implausible options. It may be better to think about what are most likely to be the misunderstandings of your learners.

  • • Base your questions on topics that have been covered by the session. Assessing things that haven't been taught breaks one of the golden rules of assessment – that it should be fair.

  • • Think about whether you want to provide your learners with the opportunity to re-take the test. Some learners are motivated by taking tests again to improve their performance.

  • • Don't give the answer away!

  • • Make the questions challenging – two obviously wrong answers and one clearly right will not encourage learning.

  • • Don't encourage guessing – if the answers are too complicated or impenetrable, then learners will simply attempt to guess them.

  • • Preferably, give answers immediately after the choice has been taken – answers should include some feedback/explanation as well as the simple right/wrong choice.

  • • Test the questions if you can – would random choices of answers get high marks? Vary where the right answer is.

  • C

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 49-84

  • Summary

    CAREERS GUIDANCE

    Typical questions

  • • Can I become a solicitor if I have a degree in maths?

  • • Where can I find out the dates of forthcoming careers fairs?

    • Points to consider

  • • Most colleges will have specialist careers guidance services. These usually offer leaflets/advice on common queries relating to CV preparation, interview skills and preparing for psychometric tests. Many have websites which contain full-text guides and links to information on local events. Always check these first.

  • • The resources below are recommended services which can supplement these. Students should also be encouraged to contact subject-related professional associations because most maintain lists of courses, funding and employment opportunities. Subject sections in this book highlight key ones.

    • Where to look

    Association of Graduate Careers Advisory Services (AGCAS)

    www.agcas.org.uk

    Professional association for UK higher education careers advisors. Website is designed to offer support to practitioners with online news and reports relating to the quality, content and service delivery of careers information. However, it does have a useful resource directory of links to key organizations and suppliers of careers advice.

    Careers in Europe

    www.careersineurope.hobsons.com

    Site maintained by Hobsons for graduates. Includes country and employer profiles and a job-search facility. The same company also has sites covering opportunities in Australia, North America and Asia. Links to these are provided on the website.

    High Fliers Research

    www.highfliers.co.uk

    Conducts a number of regular surveys, most recent examples of which can be downloaded from the website. The Graduate Market provides a snapshot of opportunities in the graduate jobs market in the UK. It includes data on starting salaries in specific sectors.

    International Centre for Guidance Studies (iCEGS)

    www.derby.ac.uk/icegs

    Based at University of Derby, holds the UK's largest collection of guidance literature. Search its online catalogue to find references to books, articles and journals covering careers, employment and training. The website also highlights recent research and news about graduate careers opportunities.

    Prospects

    www.prospects.ac.uk

    Graduate Prospects is the commercial arm of HECSU (Higher Education Careers Services Unit), a registered charity. Its website provides free access to a wealth of useful information. It includes general careers advice; sample CVs; a directory of all UK university careers services; plus graduate jobsearch databases and news about forthcoming careers events.

    SKILL

    www.skill.org.uk

    National organization offering support and advice on careers, education and training for disabled students in the UK.

  • U

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 367-369

  • Summary

    UNITED NATIONS

    Typical questions

  • • Where can I get a list of all the UN Secretaries-General?

  • • I want to consult recent UN Security Council resolutions relating to Libya.

    • Points to consider

  • • Increasing amounts of UN information are now available on the internet. This includes reports, statistics and legislation. These can be of particular value when studying developing nations that may not have reliable websites of their own. They are also invaluable in providing updates on conflict zones and humanitarian crises.

  • • However, a common problem is the large number of UN organizations and the complexity of their websites. One of the best overall guides is the Dag Hammarskjöld Library website. This, and other recommended resources, are described below.

    • Where to look

    United Nations website

    www.un.org

    Official website. Key features include:

  • • Charter of the UN, www.un.org/en/documents/charter/index.shtml.

  • • United Nations Cyberschool Bus, cyberschoolbus.un.org. Educational site designed for schools. Includes easy-to-understand introductions to the work of the UN, plus links to news and key websites.

  • • UNData, data.un.org. Open access to major statistical indicators from UN bodies. Search by country or subject area.

  • • Documents, documents.un.org. Official Document System (ODS), provides free access to resolutions of the General Assembly, Security Council and Economic and Social Council from 1946 onwards. Other documents generally date from at least 1993 onwards.

  • • UN Press Releases, www.un.org/News. Includes multimedia broadcasts.

  • • RefWorld, www.unhcr.org/cgi-bin/texis/vtx/refworld/rwmain. UN system containing reports on the status of refugees worldwide.

  • • UN Treaty Collection, treaties.un.org. Provides access to the United Nations and League of Nations treaty series from 1926 onwards, information on the status of major multilateral treaties deposited with the UN and monthly updates on treaties and international agreements.

  • • United Nations Yearbook Collection, unyearbook.un.org. Detailed annual summaries of UN activity, including details of all resolutions. Cross-search the historical collection from 1946.

    • Scholarly organizations

    Academic Council on the United Nations System (ACUNS)

    www.acuns.org

    International association of scholars and research institutions worldwide.

    United Nations Association (UK)

    www.una.org.uk

    Aims to raise awareness and debate about the role of the UN. Website includes guides to UN resources for the public and researchers. Also offers access to its briefings. Topics covered include UN reform.

    World Federation of United Nations Associations

    www.wfuna.org

    Global network. Find out about events and trace the websites of national organizations.

Know it All, Find it Fast for Academic Libraries
  • Heather Dawson
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011
  • A comprehensive and easy-to-use version of the best-selling "Know it All, Find It Fast" developed specifically for information professionals working in academic libraries, this will help you to tackle the questions most commonly asked by students, academics and researchers. It is a broad cross-disciplinary A-Z of themes including topics such as literature searching, plagiarism and using online resources are covered helping you to address any query confidently and quickly. Each topic is split into four sections to guide your response: typical questions listing the common enquiries you'll encounter; considerations exploring the issues and challenges that might arise; where to look listing annotated resources in print and online; and, tips and pitfalls outlining useful suggestions and common problems. This will prove an indispensable day-to-day guide for anyone working with students, academics and researchers in an academic library.

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