Sunday 13 September 2015

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, "LifeSustaining 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






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://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.

 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.


Monday 7 September 2015

Workshops as a teaching tool

WORKSHOPS

 
 Many workshops can be boring and the above can happen! however if planned properly for the right audience what you will have is this:




What is a workshop?
A workshop is a short but intensive session an instructor can use to educate people on a particular topic or teach them a set of skills needed to do something (http://www.merriam-webster.com/dictionary/workshop). Workshops are usually done with not many people so as to lend to the intensive atmosphere. People usually engage in activities and discussions and the instructor will facilitate the process which can either be structured, semi-structured or informal.  Workshops also provide an opportunity to teach-learn from each other and provide an opportunity to practice skills and receive feedback (http://www.slideshare.net/CEMCA/how-to-conduct-a-workshop-cwbw-workshop-planning-final-28032013 ).
To workshop the new Information Literacy Framework one could split the Frames across 6 sessions so that we could zoom in on that particular Frame or do it across 2 days and cover 3 Frames per day. A one day workshop on the Framework will not be sufficient as it is still very new and participants will likely ask many questions or need time to internalise the information.

Why would you give a workshop?
Workshops allow an instructor to focus on a specific topic or subject and allow participants to be taken out of their daily environments thus minimizing distractions. It allows participants to give their input in a safe learning environment. Workshops are an effective way to reach more people at one time (http://ctb.ku.edu/en/table-of-contents/structure/training-and-technical-assistance/workshops/main ). Focusing on IL Framework the workshop setting will provide us with a way of promoting the Framework and educating others on it. It provides a way to get input from others and their thoughts and insights on the Framework.

Who is your target audience?
Library personnel in the public libraries

When would you want to conduct a workshop?
When new information has been made available in a specific field or when new legislation or policies are being introduced. Like the IL Framework is still new to the LIS field we would like to have workshops to discuss it.


How do you conduct a workshop?
PHASE 1: PRE-WORKSHOP

  •  Decide on the objectives & purpose of workshop
  •  Select participants (availability, prior skills etc)
  •   Secure a suitable venue (learning aids, seating, accessibility)
  •   Draw up the agenda
  •   Plan the logistical arrangements
PHASE 2: WORKSHOP
  • Welcome everyone and have introductions
  •  Set some ground rules
  •  Create opportunity for interaction
  •  Plan Ice breakers and Energizers
  • Use different methods to demonstrate during the workshop e.g.  presentations,  discussions  and group activity
PHASE 3: POST WORKSHOP  

  • Obtain feedback from the participants – evaluation

“The workshop's goal should be at the center of all your planning. Creative exercises will get everyone relaxed and involved, and don't forget to follow up afterward: Although it can be scary to hear what people really thought of all your hard work, it's the only way you'll improve your next event” https://www.mindtools.com/pages/article/PlanningAWorkshop.htm