LECTURE NOTES

LIBRARY SKILLS ( SBE 102)

Topic One Library Skills

DEFINITION OF LIBRARIES

 Information centre that facilitate the use and access to information inform of books,
nonbook materials and computerised databases
 A library consists of a collection of printed books and periodicals or any other graphic
, electronic or audiovisual materials and the services of a staff to provide and facilitate
use of such materials or other information sources as are required to meet the
information, research , educational , cultural or recreational needs of users

Role of libraries

i.
ii. Facilitate access to information for knowledge education and learning
iii. Support research activities and programmes of the setup by offering proactive
information services
iv. Support outreach programs for education set up designed to educate and inform user
groups on social economic and educational issues problems and opportunities of
interest
v. Offer proactive services for effective use of all types of library ,materials
vi. Store and preserve information of archival nature such as local traditions , customs
and locally generated process documentation reports
vii. Use library as a platform for social , economic and cultural development of targets
communities

Types of libraries

i. Academic libraries
 ii. Public libraries
iii.
iv. Special libraries
v. Digital libraries
vi. National libraries

Services of libraries

i. Lending
ii. Reprographic
iii. Current awareness services
iv. Interlibrary loaning
v. Reservation
vi. Selective Dissemination of Information
vii. Internet services

Challenges Faced by Libraries in Promoting Reading

i. Inadequacy of funding
ii. Reliance on donation
iii. Irrelevance and outdated materials in libraries
iv. Reluctance of authors to produce materials outside textbooks
v. School curriculum is examination centred
vi. User friendly copyright laws is restricted
vii. Overcharging library user

TOPIC TWO
Organization of Information Resources

Library information resources are organized by

a. Classification
b. Preparation of catalogue cards
c. Filing

Classification

 Defined as grouping of like objects together

  Purpose in libraries is to group information materials together in one class and
give formal orderly access to the shelves making each readily available to locate
hence saves time

Library Classification Schemes

Library classification scheme is a kind of alphanumerical language that assigns a particular numbers
called Call Numbers to particular subject area

A call number is a symbol combining the class number and the author mark
Eg
LB 1140 N3 2000

Classification Schemes used in Libraries

Major classification schemes include

 Library of Congress Classification Schemes

 Dewey Decimal Classification Schemes
 Colon Classification
500

SIS

a)Dewey Decimal Classification

000 Generalities
100 Philosophy & psychology
200 Religion
300 Social sciences
400 Language
500 Natural sciences & mathematics
600 Technology (Applied sciences)
700 The arts

800 Literature & rhetoric

900 Geography & history

b)Library Of Congress Classification

A -- General Works
B -- Philosophy, psychology, and religion
C -- History: Auxiliary Sciences
D -- History: General and Old World
E -- History: America and U.S., general
F -- History: America and U.S., local
G -- Geography, anthropology, folklore, etc.
H -- Social sciences, economics, business, sociology
J -- Political Sciences
K -- Law
L -- Education
M -- Music
N -- Fine arts
P -- Philology, linguistics, language, and literature
Q -- Science
R -- Medicine
S -- Agriculture
T -- Technology
U -- Military Science
V -- Naval science
Z -- Bibliography and library science
I, O, X, and Y are not used

TOPIC TWO
SOURCES OF INFORMATION
In the process of conducting research, one may consult different sources of information
which can be categorized as primary, secondary and tertiary sources.

a) Primary sources

Primary sources are original materials. They are from the time period
involved and have not been filtered through interpretation or evaluation.
Primary sources are original materials on which other research is based.
They are usually the first formal appearance of results in physical, print or
electronic format. They present original thinking, report a discovery, or
share new information.

Examples include:

 Artifacts (e.g. coins, plant specimens, fossils, furniture, tools, clothing, all from the time
under study);
 Audio recordings (e.g. radio programs)
 Diaries;
 Internet communications on email, listservs;
 Interviews (e.g., oral histories, telephone, e-mail);
 Journal articles published in peer-reviewed publications;
 Letters;
 Newspaper articles written at the time;
 Original Documents (i.e. birth certificate, will, marriage license, trial transcript);
 Patents;
 Photographs
 Proceedings of Meetings, conferences and symposia;
 Records of organizations, government agencies (e.g. annual report, treaty, constitution,
government document);
 Speeches;
 Survey Research (e.g., market surveys, public opinion polls);
 Video recordings (e.g. television programs);
 Works of art, architecture, literature, and music (e.g., paintings, sculptures, musical scores,
buildings, novels, poems).
 Web site.
 b)Secondary sources

Secondary sources are less easily defined than primary sources.

Generally, they are accounts written after the fact with the benefit of
hindsight. They are interpretations and evaluations of primary sources.
Secondary sources are not evidence, but rather commentary on and
discussion of evidence. However, what some define as a secondary
source, others define as a tertiary source.

Examples include:

 Bibliographies (also considered tertiary);

 Biographical works;
 Commentaries, criticisms;
 Dictionaries, Encyclopedias (also considered tertiary);
 Histories;
 Journal articles (depending on the disciple can be primary);
 Magazine and newspaper articles (this distinction varies by discipline);
 Monographs, other than fiction and autobiography;
 Textbooks (also considered tertiary);
 Web site (also considered primary).

b) Tertiary Sources

Tertiary sources consist of information which is a distillation and collection

of primary and secondary sources.

 Almanacs;
 Bibliographies (also considered secondary);
 Chronologies;
 Dictionaries and Encyclopedias (also considered secondary);
 Directories;

 Fact books;
 Guidebooks;
 Indexes, abstracts, bibliographies used to locate primary and secondary
sources;
 Manuals;
 Textbooks (also be secondary).
TOPIC THREE

Evaluation and Use of Information

One can always make use of the resources in the library and the Internet to access the required
information. However, it may be difficult for one tell if the information collected is of one’s need in
tackling the problems which one is facing. Evaluation and use of information form a vital stage after
information search.

Criteria in Information Evaluation

Critical evaluation of the information found is essential to conducting quality investigation. Listed is
a collection of suggested criteria which one may consider in sorting through sources for useful
information.

Authority / Credibility

To help one identify the authority or credibility of the source of the information, one may need
to consider the following questions:

 Can one clearly identify the author of the information? Who is the author of the
information?

 What are the author’s credentials and background? (one may look up the author’s
biography to see his occupation, position, and level of expertise, etc.)

 Has the author published any other related work? (One may check up the author’s
bibliographies if he has published any other works, including books and periodicals.)

 Reliability

Information is said to be reliable if it is trustworthy. The following questions can help in

determining the trustworthiness of the source:

 Who is in charge for publishing the information?

  Is the source sponsored or published by an institution, an organization or association? (The
source may be a well-known trade publisher, a university press, an organization, or an
individual, etc.)

 How stable is the information? (Some source provides information that remains more
accessible and valid (i.e. legitimate) over time than other information. For example, The
New Encyclopedia Britannica (consisting of fifteen editions) gives us information more
accessible and valid over time. In contrast, information printed on the Web frequently
changes and may disappear in certain cases.)

 Accuracy

To identify the accuracy of information, first one needs to determine whether the information is
fact, opinion or propaganda, and then follow the guidelines as listed :

 If the information is presented as fact, how can one verify the accuracy of the information?
(First, one should look up the documents to determine if footnotes or citations have been
used within the information to confirm data or factual statements. Second, one may check
up if the information has obvious errors (e.g. inaccurate information in citation), omissions,
or any facts misquoted (i.e. quote some words out of context from another source) or
misrepresented.)

 If the information is presented as opinion or propaganda, is there any evidence of bias? (one
may check for bias by looking at the author or publishing source. Is there a particular point
of view advocated in the source? What kind of language is used in the information: an
objective and impartial language or an emotionally charged language?)

 Others: Does the information provide sufficient evidence to support its claims or conclusion?
Were conclusions appropriate, based upon the information presented?

 Relevance / Appropriateness

To determine the relevance of information found for any specific assignment/topic, one may
need to consider the following questions:

 Is the format (i.e. printed format, video, audio, or electronic format, etc.) of the information
appropriate for the assignment?

 Does the information provide primary information (facts or original work) or secondary
information appropriate for the needs?

 What is the purpose of the information?

 (The author or creator may make an argument for personal benefit, express a personal view,
promote and/or sell products or services, or provide a factual report, etc.)

(Note: one may check up who would make use of the information, and how it would be
used.)

 Who will be the target readers of the source of information? (Some sources (e.g. popular
magazines) are directed toward a general public; while scholarly/professional/trade sources
are directed toward an audience with expertise or special interests)

 What is the level of the presented information? (Depending on the intended target readers,
the information may be written at an elementary level using simple language, or it may
contain highly technical vocabulary for sophisticated readers.)

 Completeness / Comprehensiveness

The completeness of information is expressed in terms of coverage of the topic in question. A

good way to get a general idea of the coverage of information can be done by browsing the
material. Furthermore, table of contents, index, or abstract/summary of the information source,
if available, may provide additional information to the selected topic. In general, one can
check up the completeness of an information source by considering how extensively the source
covers the topic in terms of:

 Time -- determine if the source provides historical information, current information, or both.

o Geography -- determine if the source provides information that is local, regional,

national, or international specificity -- determine if the source provides detailed
information or general information.

 Point of view -- Determine if the source presents a single point of view, opposing points of
view, or a range of viewpoints.

 Full version or abridged version

 Timeliness

To identify the timeliness of information, check whether the information found is current or out-
of-date for your selected topic. As a general rule, areas with constant and rapid changes, like
sciences, medicines, etc., require more current information; and for topics in other areas, like
the humanities, older information may still be valid. Check up the following questions to
determine whether the information is timely:-

 When was the material published/created/compiled?

  If the information is from a web site, can one determine how often the web site is updated?
(The source may be updated continuously (daily), regularly, or irregularly.)

 Is the information still valid for the selected topic?

 Quality

One can identify the overall quality of information as indicated in the following questions:

 Are the ideas and thoughts clearly presented?

 Is the information well organized?

 Is the style of writing clear and understandable?

 Is the information valid, well-researched, and provided with good documentation?

 Is the quality control process of the publisher stringent?

 TOPIC FOUR
Organization of Information Resources

Library information resources are organized by

d. Classification
e. Preparation of catalogue cards
f. Filing

Classification

 Defined as grouping of like objects together

 Purpose in libraries is to group information materials together in one class and
give formal orderly access to the shelves making each readily available to locate
hence saves time

Library Classification Schemes

Library classification scheme is a kind of alphanumerical language that assigns a particular numbers
called Call Numbers to particular subject area

A call number is a symbol combining the class number and the author mark
Eg
LB 1140 N3 2000

Classification Schemes used in Libraries

Major classification schemes include

 Library of Congress Classification Schemes

 Dewey Decimal Classification Schemes
 Colon Classification

a)Dewey Decimal Classification

000 Generalities
100 Philosophy & psychology
200 Religion
300 Social sciences
400 Language
500 Natural sciences & mathematics
600 Technology (Applied sciences)
700 The arts

800 Literature & rhetoric

900 Geography & history

b)Library Of Congress Classification

A -- General Works
B -- Philosophy, psychology, and religion
C -- History: Auxiliary Sciences
D -- History: General and Old World
E -- History: America and U.S., general
F -- History: America and U.S., local
G -- Geography, anthropology, folklore, etc.
H -- Social sciences, economics, business, sociology
J -- Political Sciences
K -- Law
L -- Education
M -- Music
N -- Fine arts
P -- Philology, linguistics, language, and literature
Q -- Science
R -- Medicine
S -- Agriculture
T -- Technology
U -- Military Science
V -- Naval science
Z -- Bibliography and library science
I, O, X, and Y are not used
TOPIC SIX

Reading Skills

LECTURE NOTE TAKING

The Purpose of Lecture Notes

a) Notes provide a record of the lecture content.

b) They should help you to learn and remember the ideas and facts presented.
c) Reorganized or edited notes may form the basis for integrating all course materials and
information. This may help to reduce cramming and going over great masses of unlearned
materials at the close of the quarter.
d)
e) Notes should also represent your understanding of the content. They should encourage you
to take an active thinking part in the lecture and to do reference reading.
f) Notes may also represent your questions and reactions. If notes are used in the ways
suggested, they may help you overcome nervousness and fear of examinations through
more thorough learning and preparation.

The Content of Lecture Material

 Instructors have different ideas about what "learning" in their lectures should include.
 An introductory nature, getting a body of knowledge is a chief aim.
 In others, comparative viewpoints may be criticized, controversial issues may be discussed,
research may be presented, or theoretical brainstorming may be emphasized.
 It is important that you try to define the instructor's aim since it will help you to focus on the
material.
 You should also try to recognize where the lecture content comes from so that you can later
check and clarify information. Some lecturers will directly follow the course textbook while
others will use material from supplemental sources or personal experiences.
 Knowing the degree of detail or generalization will help to plan the actual recording on
content. Some instructors may cover only a few points with much explanation to make them
clear but not necessarily important to the actual notes. Others may pack the lecture hour
with facts, leaving you to determine the major points.

The Lecture Format

Most lectures include

a) An introduction to get your attention,

b) A thesis statement to tell what the day's topic will be,
c) A body of content about the topic,
d) A summary statement, and
e) A certain number of irrelevancies.

Body of Content

The body of the content is generally organized round one of the following formats:

a) Inductive - begins with a small fact, building upon that to a major conclusion.
b) Deductive - starts with a major point and gradually defends that point down to the smallest
fact.
c) Chronological - organized according to time, often earliest to most recent.
d) Spatial - uses diagrams, maps, or pictures to guide the direction of the lecture.
e) Logical - follows some sequence of events or steps in an evolutionary manner.
f) Topical - presents several content areas with no apparent connection.
 Most instructors have a typical pattern which they follow in their lectures. If you can
recognize this pattern, you will be able to listen and structure your notes more effectively.
 Both thinking and writing will be more clearly organized. For each class you will need a
different note taking system.
 Because the combinations of factors about you, the instructor, the classroom conditions and
the task vary constantly, your strategies for one class will rarely be exactly the same as for
another.

NOTE TAKING SUGGESTIONS

BEFORE CLASS

1. Review yesterday's notes and edit them.

2. Think about what may be presented today.
3. Study today's lesson, text, or readings.
4. Survey or preview the next lesson.
5.

DURING CLASS –

Actively participate

1. Do more listening, thinking, and less writing if you understand the material.

2. Watch for verbal, visual, or postural clues, which indicate main points. Examples: voice
inflections, material on board, repetitions, gestures.
3. Ask questions or write them down for further clarification when you disagree or are unsure.

4. Sit in front of the classroom if you have difficulty concentrating. Maintain eye contact with the
instructor when possible.

5. Have a system of taking notes.

AFTER CLASS

Edit your notes as soon as possible -- the sooner you do so, the less you will forget.

A. Reorganize notes.

1. Number, label or underline to stress major and minor points.

2. Take out repetitions or irrelevancies.

3. Add or clarify where needed.

4. Code the margins with key topics.

5. Reduce notes.

B. Set up for review.

1. Write summary statements.

2. Turn major headings into questions to use in selective reviewing.

3. Mark points you expect will be included on the test.

4. Write possible questions over the material give

TOPIC EIGHT

PLAGIARISM

There are different types of plagiarism and all are serious violations of academic honesty. We have
defined the most common types below and have provided links to examples.

Direct Plagiarism

Direct plagiarism is the word-for-word transcription of a section of someone else’s work, without
attribution and without quotation marks. The deliberate plagiarism of someone else's work is
unethical, academically dishonest, and grounds for disciplinary actions, including expulsion.

Self Plagiarism

Self-plagiarism occurs when a student submits his or her own previous work, or mixes parts of
previous works, without permission from all professors involved. For example, it would be
unacceptable to incorporate part of a term paper you wrote in high school into a paper assigned in a
college course. Self-plagiarism also applies to submitting the same piece of work for assignments in
different classes without previous permission from both professors.

Mosaic Plagiarism

Mosaic Plagiarism occurs when a student borrows phrases from a source without using quotation
marks, or finds synonyms for the author’s language while keeping to the same general structure and
meaning of the original. Sometimes called “patch writing,” this kind of paraphrasing, whether
intentional or not, is academically dishonest and punishable – even if you footnote your source
Accidental Plagiarism

Accidental plagiarism occurs when a person neglects to cite their sources, or misquotes their
sources, or unintentionally paraphrases a source by using similar words, groups of words, and/or
sentence structure without attribution. Students must learn how to cite their sources and to take
careful and accurate notes when doing research. Lack of intent does not absolve the student of
responsibility for plagiarism. Cases of accidental plagiarism are taken as seriously as any other
plagiarism and are subject to the same range of consequences as other types of plagiarism

How to Prevent Plagiarism in Academic Writing

 Paraphrasing
 Use references
 Citation
 Acknowledgement
 Foot notes
 Quotations
PRARARING FOR EXAMS