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Want to learn about a research tool or research technique?

Check out the (growing) list of 5 minutes tutorials created by first year students 

enrolled in the Fall 08 “Deconstructing Paris” FirstBridge.

More about the Fall 08 Information Literacy in FirstBridge experimental project

Tutorial Topic Students’ Description of the Tutorial
ACRL Information Literacy standards, performance indicators and outcomes
Overview of AUP online reference resources
pt. 1 View tutorial pt1
pt. 2 View tutorial pt2
Anna-Magdalena Castell-Rudenhaussen & Vanessa Tuppan
The goal of this tutorial is to give students a practical run through of how to find online reference resources provided by the AUP library website and how to make good use of these resources. 
Standard 1-Know - Outcome 1C Explores general information sources to increase familiarity with the topic.  
Standard 2-Access - Outcome 1C Investigates the scope, content, and organization of information retrieval systems.

Advanced use of a reference tool: Encyclopedia Britannica Online
 Watch Tutorial 
Laura Jaffe & Thomas Mallazzo
Standard 1-Know - Outcome 1C Explores general information sources to increase familiarity with the topic
Advanced use of a reference tool: CredoReference 
Watch Tutorial
Maria-Elisa Smith & Melissa Chan
Standard 1-Know - Outcome 1C Explores general information sources to increase familiarity with the topic

Scholarly and popular journals in databases 

Watch Tutorial
Jocelyn Leung & Anna-Magdalena Castell-Rudenhaussen

The tutorial’s objectives are:

i) How to differentiate between a scholarly journal and a popular journal

ii) Where to find the databases containing these journals and how to navigate them
Standard 1-Know - Outcome 2D Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)

Beyond local (AUP library) resources

 Watch Tutorial

Katarzyna Ropska & Alexandrina Vladimirova
Standard 1-Know - Outcome 3A Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound)
Information retrieval systems: JSTOR
Watch Tutorial
Melissa Chan
This tutorial explores the options of the "Advanced Search" as well as the basic tools available while browsing articles on JSTOR.
Standard 2-Access - Outcome 1C Investigates the scope, content, and organization of information retrieval systems. 
Standard 5-Ethics - Outcome 1B Identifies and discusses issues related to free vs. fee-based access to information.
Online resources for Psychology
Watch Tutorial
Aleta Dellenback & Melissa Chan
In this tutorial, various online references, such as Credo and JSTOR, are used to research topics in psychology. 
Standard 2-Access - Outcome 1C  Investigates the scope, content, and organization of information retrieval systems.
Standard 1-Know - Outcome 2B Recognizes that knowledge can be organized into disciplines that influence the way information is accessed.

Identifying keywords

 Watch Tutorial

Ellen Marston & Luciana Rubi

The goal of this tutorial is to introduce students to the different manners keywords can be utilized when conducting research.

In it we explore what a keyword or key phrase is and how they can be useful when in search of information related to a specific topic.

By using the research example of a 'gothic cathedral’ this tutorial aims at familiarizing students with keywords and other information literary terms such as broader terms, narrower terms, controlled vocabulary, and stop words.
Standard 2-Access - Outcome 2B Identifies keywords, synonyms and related terms for the information needed

Dewey and Library of Congress Classifications

 Watch Tutorial

Miriam Greenlee
This is a tutorial that helps students learn what the Dewey Classification and LC systems are, and shows how they work and how to use class numbers when searching through AUP's library catalog.
Standard 2-Access - Outcome 3B Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration
Understanding Plagiarism
Watch Tutorial
Katarzyna Ropska & Jocelyn Leung


1. Define Plagiarism

2. Different forms of plagiarism

3. AUP Academic Policies on Plagiarism + Consequences
Standard 5-Ethics - Outcome 2F Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own

The Fall 08 Information Literacy in FirstBridge experimental project: an overview

Students meet every three weeks at the library with Laurence Amoureux (librarian) and their professors, Anne-Marie Picard and Anna Russakoff. They work in pairs or alone and create over the semester a total of three 5 minutes video/sound tutorials matching several information literacy outcomes as defined by ACRL in the Information Literacy Standards (see at ). The idea is to have students actively learn and/or improve their Information Literacy skills and demonstrate what they know and/or have learned in a way that is beneficial to the community.
The software used is “Jing”, developed by TechSmith 

This experimental information literacy project wants to be in phase with one of the FirstBridge goals where "teachers want to move in small but measurable ways away form a teaching model and towards a classroom model"*. It was reiterated in a Spring 2008  faculty workshop that the FirstBridge environment is one where students take responsibility for their education and are given the opportunity to be independent active learners. This project was meant to be an attempt to shift from lecturing students to having them learn actively and demonstrate what they have learned. It will be successful if all students get to improve their research skills and competencies while creating tutorials helpful to the community. This depends a lot on students’ involvement and commitment to self-learning but not only. I am aware that a couple of emerging constraints need attention; what seems interesting to me so far is that the self-learning principle does not apply to students only.

The Goals of the Info Lit component in FB, although they are in this project more explicitly linked to the ACRL standards** (important for our accreditation), have not changed:
1. Assessing what previous information retrieval experience incoming students have
2. Assessing what previous information technology experience incoming students have and their perception of that experience
3. Introducing students to the need to define an information search strategy
4. Ensuring students are familiar with various forms and formats of information
5. Teaching students how to use search terms in the Library catalog
6. Teaching students how to access periodical literature and other databases
7. Teaching students how to evaluate contents in books, journal articles and on the web
8. Teaching students the academic, legal and ethical uses of information
The project will be evaluated later on.

My thanks to all faculty participating in the FB workshops, this was invaluably helpful for the understanding of the FirstBridge experience, Jeff Gima for his initial encouragement, and Jorge Sosa and
Sally Murray for their interest and support. Thanks also to Anna Russakoff and Anne-Marie Picard for devoting so many reflective seminars to this project and their willingness to participate.

Laurence Amoureux

* FirstBridge Teaching Survival Kit. Fall 2003. p. 3
** Standard 1-Know, Standard 2-Access, Standard 3-Evaluate, Standard 4-Use, Standard 5-Ethics

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Last update: 8sep09
Laurence Amoureux