I think I've caught up on all the IL redesign stuff from last weekend.
1. Read CJ's document
2. Read the Crash Course document
3. I read over the work Lina posted about ACRL standards to include/headings/flow. Nice work. The outcomes that follow are the ones I feel are most useful in terms of creating a web resource we can point students to from LiveHelp or when the library closed but student still need assistance.
I also feel that maybe for each section Lina outlined it would be useful to have a visual representations that summarise the point of the section. Section one it might be nice to have a research flow chart like this U of T one
Similiar flowcharts that question the user about their problem/need I think would work for other sections. Besides questioning and making the person think, they also give a visual overview, kind of a map, of the concept presented. Also it would be neat to push a panicky student a nice visual page that for example shows the steps in determing and obtaining an article they've found in a database.
These are some ACRL outcomes I think would be useful to have in the tutorial.
Difference between the open web and library databases. Understanding that scholarly research for the most part is not available through Google. Understanding what the library catalogue is (books, journal titles, not articles).
1.2.a. Knows how information is formally and informally produced, organized, and disseminated
Knowing the steps to follow if the database you're in doesn't have the full-text of the article you want. Everything isn't full-text but don't panic!
1.3.a. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources
Understanding that database content is more structured than open web content. You can't type in a bunch of keywords and get 10,000 relevance ranked results. You need to really think about your choice of keywords and how you combine them.
2.2.a.Identifies keywords, synonyms and related terms for the information needed
Also understanding that this structure means you can use controlled vocabulary to find relevant results.
2.2.b.Selects controlled vocabulary specific to the discipline or information retrieval source
4. From my perspective as a student and at the desk this is the stuff would be useful to include in the tutororial:
This is from my perspective at the desk: You're not expected to know how everything in the library works. Don't feel as if you should. Librarians and library staff want you to use the library, ask them questions, they can help. Librarians will always look busy at the reference desk but we are just dying to help you.
I felt like this was the main benefit to being good at library research when I was an undergrad: Learning how to find good scholarly information makes it easier to write good papers. It's easier to learn how academic information is organized and discovered than trying to reinvent scholarly arguments because you couldn't find substantial information on the open web. Your prof's don't expect you to reinvent the wheel, just find a few nice wheels and talk about them.