Information has value

TOPIC:

“Explore the psychological factors which lead terminally ill patients over the age of 50 in South Africa to request their loved ones to assist them to end their lives”

LEARNING OUTCOMES:

1. Students will be aware of when to cite sources and when it is not necessary.
2. Students will be able to identify proper citation techniques in order to avoid plagiarism.
3. Students will know and understand the difference between open access, fair use, public domain and copyright

ACTIVITIES:

Activity 1:

1. Students will be divided into groups of 4 and they will be given an excerpt from an article on Assisted Suicide 
2. The articles details are as follows:Voltz, R., Nauck, F. & Radbruch, L. 2015, The desire to hasten death: Using Grounded Theory for a better understanding “When perception of time tends to be a slippery slope”, Palliative medicine, vol. 29, no. 8, pp. 711-719 
3. They will then be provided with 4 summaries of the article of which one did not commit plagiarism and the other 3 did. After analyzing the 4 summaries the groups have to identify whether the author of each summary committed plagiarism or not. 
4. If the summary contains plagiarism they need to highlight the plagiarized portion(s) and explain why it contains plagiarism. If it does not contain plagiarism they must also explain why it does not contain plagiarism.

Activity 2:

1. After identifying the parts that have been plagiarized the groups will have to attribute and cite precisely according to 3 different referencing styles to ensure the paragraphs are not in violation of plagiarism rules. These are the Harvard, APA and MLA styles of referencing. They must then highlight the differences between the styles. 
2.  Each group will be given handouts of examples of the 3 citations styles.

Activity 3:

1.      Each group will be provided with one of the 4 symbols below:

1.      They will have to look up what the symbol means and write a short paragraph describing the characteristics of what the symbol represents and its purpose. They will then have to present what they have found.

2.      Then they have to find 3 sources pertaining to the symbol and the topic and explain how they can/cannot use the source.

EXPLANATION OF THE RELATIONSHIP BETWEEN THE KNOWLEDGE PRACTICES AND ACTIVITIES:

1.  Activity 1 and 2 links with the first knowledge practice which states: “Give credit to the original ideas of others through proper attribution and citation” by understanding when to cite, how to cite and why citing needs to take place. Students will also learn proper citation methods. 
2.  Activity 3 links with the knowledge practice which states: “Articulate the purpose and distinguishing characteristics of copyright, fair use, open access and the public domain” by understanding the symbols; their meaning and characteristics and how to use the information governed by each of these licenses.

Search as strategic exploration

Searching as Strategic Exploration refers to the understanding that information searching is usually not straight forward and it is iterative, requiring the evaluation of a wide range of information sources and the mental flexibility to pursue alternative lines of research or questions as new understanding about a topic is developed. Serendipity plays a big role in the searching process. Stumbling on relevant information or that perfect piece of information on your topic just by browsing using various search tools is what is meant by serendipity.

         The following sources I found helpful in understanding the frame better, although it was explained well in class and it is quite straightforward. I liked Lane Wilkinson’s comments and the way he unpacks the frames is always awesome and makes understanding the frame better. But I also appreciate the comments made on his blog about the frame as it gives various scholars understanding of the frame. And what I particularly enjoy is that they do not always agree and they then go on to motivate their stance. So I am sure you know his Blog but here is the link nonetheless https://senseandreference.wordpress.com/2014/07/29/is-searching-exploration/

Then there is the following libguide created by PALNI. I like the way it aligns the frame with the relevant Standards and I also think the links provided to various other interesting sources is quite helpful. It also has a link to the final ACRL document regarding the Framework which was filed by the ACRL Board in Feb this year. I suggest you take a look at it guys!  http://libguides.palni.edu/c.php?g=185459&p=1225561

3     Thus far I think I have done my share in participating in the class. But in the same breath I feel I should prepare more, however between all the assignments, activities, group work and being employed full-time, I find it quite difficult. I feel I have grasped the Frames quite well, I just hope my understanding is good enough to submit an awesome final project. 

4     My classmates and I have been working as a team for the most part of this year. We have really carried each other through and it has been an amazing experience. I am one of 5 students who are completing our final 5 modules and I must say compared to last year, we are one hell of a team!

Lecture 7: Information Creation as a Process

Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences (ACRL Framework).


The instruction given to us by Mrs Mohammed was to use our research topic and do a thorough search for information on the topic.  Gather as many formats as possible.  Select the formats that would meet our research expectations.  Explain why we chose those formats.  Secondly, transform at least two of those formats into another source type. 

The following is the list of sources that I have found. Following this you will find my attempts at transforming to of the sources:

FORMAT	SOURCE	MOTIVATING CHOICE
Peer reviewed journals	Back, A.L., Wallace, J.I., Starks, H.E. & Pearlman, R.A. 1996, "Physician-assisted suicide and euthanasia in Washington State: patient requests and physician responses", Jama, vol. 275, no. 12, pp. 919-925. Blank, K., Robison, J., Doherty, E., Prigerson, H., Duffy, J. & Schwartz, H.I. 2001, "Life‐Sustaining Treatment and Assisted Death Choices in Depressed Older Patients", Journal of the American Geriatrics Society, vol. 49, no. 2, pp. 153-161. Cicirelli, V.G. 1997, "Relationship of psychosocial and background variables to older adults' end-of-life decisions.", Psychology and aging, vol. 12, no. 1, pp. 72. Emanuel, E.J., Fairclough, D.L. & Emanuel, L.L. 2000, "Attitudes and desires related to euthanasia and physician-assisted suicide among terminally ill patients and their caregivers", Jama, vol. 284, no. 19, pp. 2460-2468. Emanuel, E.J., Fairclough, D.L., Slutsman, J. & Emanuel, L.L. 2000, "Understanding economic and other burdens of terminal illness: the experience of patients and their caregivers", Annals of Internal Medicine, vol. 132, no. 6, pp. 451-459. Ganzini, L., Johnston, W.S., McFarland, B.H., Tolle, S.W. & Lee, M.A. 1998, "Attitudes of patients with amyotrophic lateral sclerosis and their care givers toward assisted suicide", New England Journal of Medicine, vol. 339, no. 14, pp. 967-973. Gummere, P.J. 2014, "OPPOSING ASSISTED SUICIDE IN VERMONT. (Cover story)", Ethics & Medics, vol. 39, no. 7, pp. 1-4. Lynn, J., Teno, J.M., Phillips, R.S., Wu, A.W., Desbiens, N., Harrold, J., Claessens, M.T., Wenger, N., Kreling, B. & Connors, A.F. 1997, "Perceptions by family members of the dying experience of older and seriously ill patients", Annals of Internal Medicine, vol. 126, no. 2, pp. 97-106. Pestinger, M., Stiel, S., Elsner, F., Widdershoven, G., Voltz, R., Nauck, F. & Radbruch, L. 2015, "The desire to hasten death: Using Grounded Theory for a better understanding “When perception of time tends to be a slippery slope”", Palliative medicine, vol. 29, no. 8, pp. 711-719. Tomasini, F. 2014, "Stoic Defence of Physician-Assisted Suicide", Acta Bioéthica, vol. 20, no. 1, pp. 99-108. Tomlinson, E., Spector, A., Nurock, S. & Stott, J. 2015, "Euthanasia and physician-assisted suicide in dementia: A qualitative study of the views of former dementia carers", Palliative medicine, vol. 29, no. 8, pp. 720-726. Wilson, K.G., Chochinov, H.M., McPherson, C.J., Skirko, M.G., Allard, P., Chary, S., Gagnon, P.R., Macmillan, K., De Luca, M. & O'Shea, F. 2007, "Desire for euthanasia or physician-assisted suicide in palliative cancer care.", Health Psychology, vol. 26, no. 3, pp. 314. Wilson, K.G., Scott, J.F., Graham, I.D., Kozak, J.F., Chater, S., Viola, R.A., de Faye, B.J., Weaver, L.A. & Curran, D. 2000, "Attitudes of terminally ill patients toward euthanasia and physician-assisted suicide", Archives of Internal Medicine, vol. 160, no. 16, pp. 2454-2460.	These journals are all credible due to the fact that they are peer-reviewed therefore I will use them in my research.
Reports	The South African Law Commission. 1998. Project 86: Euthanasia and the artificial preservation of life. Pretoria: South African Law Commission Kamisar, Y. 1993, "Are laws against assisted suicide unconstitutional?", Hastings Center Report, pp. 32-41.	These reports have been commissioned by organisations which are independent, nonpartisan, and non profit in nature. The reports were compiled by experts in their field and authoritative based on their position in society and their scholarship.
Reference Material	"Suicide in Late Life" 2013, in The Encyclopedia of Elder Care Springer Publishing Company, . "Assisted Suicide" 2008, in Encyclopedia of Interpersonal Violence Sage Publications, . "The Psychology of Death" 2005, in The Cambridge Handbook of Age and Ageing Cambridge University Press, . "Clinical Conditions and the Experience of Clinical Health Psychology" 2003, in Handbook of Clinical Health Psychology Wiley, . "PHYSICIAN-ASSISTED DEATH" 2003, in Handbook of Death and Dying Sage Publications, .	The articles in these reference materials are all credible due to the fact that they are peer-reviewed therefore I will use them in my research.
Movies	Morgenson, Donald.,WLU Telecollege Productions., 1986, Behaviour disturbing and disturbed, Beacon Films, Niagara Falls, NY.	Dr. Donald Morgenson is Professor Emeritus in Psychology at the Wilfrid Laurier University in Canada. He has published extensively in his field and this movie forms part of a series of video lectures on suicide.
Websites	http://www.doctorsforlife.co.za/pg/assisted-suicide-till-love-do-us-part/ http://www.doctorsforlife.co.za/pg/assisted-suicide-court-case-application-for-leave-to-appeal-granted http://www.patientsrightscouncil.org/site/problems-assisted-suicide/ http://www.ethicsa.org/index.php/resources/articles/ethics-opinions/6767-alleviating-suffering-through-death-beeld http://www.ethicsa.org/index.php/12-article/1434-the-ethics-of-end-of-life-medical-care http://www.apa.org/topics/death/end-of-life.aspx	These websites are all headed by people who are authoritative in their respective fields based on subject expertise. They are widely published and cited.  The doctors  for  life and patients rights council I have chosen as they provide an opposing view.
Online Newspapers	http://ewn.co.za/2015/04/30/Dignity-SA-Order-granted-could-be-turning-point-for-SA-law http://mg.co.za/article/2013-03-28-00-granting-a-death-wish http://www.dailymaverick.co.za/article/2014-07-14-the-right-to-die-archbishop-tutu-provides-guidance-on-the-last-medical-legal-and-ethical-frontier/#.VfRXs5fgPDc	These newspaper articles are by authoritative news agencies (EWN and the Mail & Guardian). The authors are unbiased and report factual information. The Daily Maverick reports on Archbishop Tutu’s perspective on the right to die.  The Daily Maverick is a unique blend of news, information, analysis and opinion is run by an independently owned, private company with no affiliation to any other media group (or political party or religious organisation).

 

The next part deals with changing 2 of the sources' formats. I will explain the process and considerations I have taken into account when doing this part of the task.

The first source I chose was the online newspaper article by the Daily Maverick: http://www.dailymaverick.co.za/article/2014-07-14-the-right-to-die-archbishop-tutu-provides-guidance-on-the-last-medical-legal-and-ethical-frontier/#.VfRXs5fgPDc 

 This source I transformed into a blog. The title of the blog and access to the blog is as follows: Transforming Formats LBS 707 Information Literacy Blog Homework 

 

Upon reflection I found this to be quite easy but time consuming. I had to take into consideration the title of the Blog, as it is searchable and available on the web. I first thought of using the title of the article as the blog title but I was afraid of a backlash of plagiarism by the author. Thus I used the title of the article as the blog post title. It was a mere process of copying and pasting and when I was done I had changed the format of the source from an online article to a blog post. 

The second source I chose was a webpage on the APA's website regarding assisted suicide and looking debates for and against the issue http://www.apa.org/topics/death/end-of-life.aspx
I transformed this into a slide show presentation on google slides. The slide show can be found at        DEBATING ASSISTED SUICIDE 

The process involved was the same as the previous one but here I had to consider the layout of the slides and I had to first design the slides and check how I am going to make all the content fit. From there it was basically transferring the information and once that was done the format had been change from a webpage to a slide show presentation.