Not Always Just One Way to Cite a Source

Across the country, college students are studying like mad in preparation for their final exams and projects.  Libraries become deathly quiet as students concentrate more intensely than ever.  Well, occasional study groups raise the noise level a bit.  Fortunately, many libraries and student unions have study rooms that can be reserved for one or more hours.  Students are also writing their last papers of the semester, and more time may be spent on that works cited or references list than at any other time of the semester.

"Final Exams."  See Mr. Longoria's Earth Science.

As I was creating my last rubric for the ACAD 1199: Information Research course, I needed to find out how an annotated bibliography is formatted in MLA format.  The index in the book directed me to 5.3.1 or page 129 in the 7th edition, so I started reading this section titled "The List of Works Cited: Introduction."  A lengthy paragraph ensues.  A litle more than half way through the paragraph this observation is made:

While it is tempting to think that every source has only one complete and correct format for its entry in a list of works cited, in truth there are often several options for recording key features of a work. For this reason, software programs that generate entries are not likely to be useful. You may need to improvise when the type of scholarly project or the publication medium of a source is not anticipated by this handbook. Be consistent in your formatting throughout your work. Choose that format that is appropriate to your research paper and that will satisfy your reader's needs. 129 (Emphasis added.)

§MLA Handbook for Writers of Research Papers. 7th ed.  New York: Modern Language Association, 2009. Print.  See pages 129-30.

Does this shatter your confidence in citation styles?  It seems like a valid disclaimer and a recognition that there are many things out there that can be cited--too many to keep track of in a handy manual.

Purdue's OWL includes a similar note regarding the APA style:

Please note: While the APA manual provides many examples of how to cite common types of sources, it does not provide rules on how to cite all types of sources. Therefore, if you have a source that APA does not include, APA suggests that you find the example that is most similar to your source and use that format. For more information, see page 193 of the Publication Manual of the American Psychological Association, sixth edition.

Oh, in case you were wondering, an annotated bibliography in the MLA style should have one of the two titles listed below:

Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., & Brizee, A. (2010, May 5). General format. Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/.

• Annotated Bibliography
• Annotated Bibliography of Works Cited

See page 130 in the 7th edition, or 5.3.1.  They provide a concise definition as well: "An annotated bibliography, also called Annotated Bibliography of Works Cited, contains descriptive or evaluative comments on the sources.  (For more information on such listings, see James L. Harner, On Compiling an Annotated Bibliography [2nd Ed.; New York: MLA, 2000; print])" (130).

"Final Exam."  See Writings of a Boy Discerning God's Call.

Choosing a Peer-Reviewed Journal in Which to Publish

As an assistant professor I need to publish in order to qualify for tenure.  Recently I resurrected a graduate student paper I had written for a History of Reading class I once took at the University of Iowa's School of Library and Information Science (SLIS).  Essentially, the paper uses Louis H. Sullivan's Autobiography of an Idea as a primary source, citing references to his personal readings that contributed to his aesthetic and artistic philosophy. 

After revising this paper a bit, I had intended to submit this article to a certain regional, peer-reviewed journal.  My supervisor advised me to publish in a national journal instead.  "What's the worst that can happen?  They say 'no.'"  This makes sense, so now I am starting to think of national journals in which I can submit my manuscript. 

First, I thought to ask my former professor (the one who taught the History of Reading class).  She has responded, saying that she remembers my paper even from the first time I had written it.  Due to her busy schedule she may not be able to look at if for two to three weeks, but this would still be great to get some feedback from her.

Second, I thought to look at Writer's Market, thinking that it would give some suggestions on where I might be able to publish.  Unfortunately, this is not the right tool.  If a writer want to make money writing, then this is the correct tool, because it focuses how much specific magazines pay for accepted submissions.  A writer can also identify the various markets available for publishing: Animal, Aviation, Business, Health and Fitness, Humor, Juvenile, Photography, Sports, and many more.  The book includes sections on promoting your work, managing your work, and finding work with short essays on "Feature Article Writing," "Contract Negotiation," and "The Art of Promoting," just to name a few.

As a blogger, the essay titled "Blogging Basics: Get the Most Out of Your Blog" naturally caught my eye (I believe he is the main editor for Writer's Market as well).  Robert Lee Brewer gives some great tips.  It was gratifying to see that I had actually followed one recommendation without even knowing it: "Use your name in your URL."  (Searching his name in a search engine will bring up his two main blogs.  He writes the blog titled My Name is Not Bob, while it does not have his real name in the blog title, it is the URL.)  He says: "This will make it easier for search engines to find you when your audience eventually starts seeking you out by name."  While I have not put my name in the title of my blog, I did update the description by adding my name and trying to be a bit more welcoming.  I used to say the readers should remember to keep copyright laws and maintain civility, that I have the right to delete comments.  While I still support these ideas, they did not seem very inviting or welcoming.

Anyway, I digress.  My supervisor recommended using Ulrichs Periodical Directory, aka Ulrichs Web.  In reality I looked up Ulrichs Web before looking at Writer's Market, but it did not seem to be as promising.  The results list were quite lengthy.  True, it tells you the names of many periodicals and if they are peer reviewed or not.  It even gives a basic description of the title, what kinds of articles they publish and for which audience.  I believe I searched with the terms "history" and "reading."  Perhaps I should go back and try a few different searches to see what I get.

A fourth option: open some scholarly databases and search using keywords related to my topic to see in which journals they are found.  Looks like I have some work to do.

"Take Time by the Forelock"

Ever wondered how authors think of certain phrases, know how to make allusions to just the right legend, or how they find a word that perfectly matches their meaning while still being obscure, fresh, or interesting? Perhaps they find great reference books and while away afternoons searching for that nebulous idea or concept that they can vaguely imagine until they find the crystal-clear concept.

If I were an author looking for a phrase to match my novel, then I don't think I could go wrong in consulting Brewer's Dictionary of Phrase & Fable. This lengthy tome lists a plethora of entries worth looking at. For example, the Times Square entry describes the "garish heart of Manhattan, New York City, famous (and infamous) for its lurid neon advertisements, its theatres and cinemas, and its prostitutes and pickpockets." It tells how this well-known site grew out of the commercial district there and received its name after the New York Times built its building close by in the early 1900s (1331).

Another example tells what the phrase "Take time by the forelock" means:

Seize the present moment; CARPE DIEM. Time, called by Shakespeare 'that bald sexton' (King John, III, i (1596)), is represented with a lock of hair on his forehead but none on the rest of his head, to signify that time past cannot be used, but time present may be seized by the forelock. The saying is attributed to Pittacus of Mitylene, one of the WISE MEN OF GREECE. It is also suggested that the statue of Opportunity by Lysippus inspired the phrase. (1331)

Terms or words in all caps have their own entries in other parts of the book.

Other entries that caught my eye:

• Timbuctoo or Timbuktu
• Wars of the Roses, The (1401)
• Waltzing Matilda (didn't know that this phrase meant "carrying or humping one's bag or pack as a tramp does," although I believe I had heard A.B. "Banjo" Paterson's name in connection with the phrase, which he made famous (1399).)
• Wandering Jew
• Wearie Willie and Tired Tim (1408)
• Weasel words (1408)
• Wedding anniversaries
• 1st anniversary = paper
• 7th anniversary = woolen
• 30th anniversary = pearl
• 35th anniversary = coral
• 45th anniversary = sapphire
• 50th  anniversary = golden
• 55th anniversary = emerald
• 75th anniversary = diamond (1409)

• Werewolf (1413)

This photo was taken by thisisbossi and can be seen on Flickr.

 In short, this dictionary has been around a long time and seems to be quite a gem.

Brewer's Dictionary of Phrase & Fable, 18th Edition.  Ed. Camilla Rockwood.  Foreward by Philip Pullman.  Edinburgh: Brewer's, 2009.  Call number: PN43.B65 2009.  We keep this one at our reference desk.

Improving Student Learning in the Information-Literacy Classroom

A few months ago I came across an excellent article:

• Bowles-Terry, Melissa, Erin Davis, and Wendy Holliday. "'Writing Information Literacy' Revisited: Application of Theory to Practice in the Classroom." Reference & User Services Quarterly 49.3 (Spring 2010): 225-30. Print.

They argue that the information-literacy concept "has been undertheorized in its relationship to writing pedagogy" (225). Rhetoric and composition instructors who envision the Library's utility for them and their students as a single one-shot orientation (or even a single online tutorial) may be found lacking in their understanding of the full capabilities of information-literacy instruction in full collaboration with librarians (225).

Bowles-Terry and company call on librarians to explain and broadcast their contributions to the rhetoric and composition instructors. The authors build their arguments on personal experience as they have collaborated with writing instructors on the Utah State University campus. Not only that, they have learned how valuable "creative learning activities" can be to foster real information-literacy skills that persist.

Student habits of copying and pasting from the "right" resources reflects behavioral theories more espoused in education from the 1950s and 1960s. "On the other hand, constructivist approaches emphasize that the prior knowledge of individual learners shape all information seeking, which is conceptualized as a recursive process, with an emphasis on strategies rather than mechanical procedures and rules" ( 226). This view sees the expert as a guide who is not so didactic but helps beginners practice skills that will help them find the information they need.

In their description of integrating information literacy into the freshmen and sophomore writing classes, they mention their ability to hire five writing instructors who became Information Literacy Fellows, their creation of IL learning goals (226), and their development of Problem-based learning (PBL) projects (227). When implementing newer pedagogy, such as this inquiry- or problem-based learning, they advise that some supports be given, what they call "scaffolds." These might include more access to librarians, class time to work in their groups, and tailored readings, not to mention additional input from the instructor regarding expectations for their research (228).

Permit me to quote extensively from the article, as they expound on the constructivist approach:

Students also need opportunities to reflect upon, write, and talk about their research throughout the process. This helps them to share information with others and practice that difficult task of summary and synthesis. They need to organize, evaluate, and synthesize information not just for their final project but also in classroom conversations and short written assignments throughout their research and writing process. These types of activities can help students assess their information sources on the basis of how specific discourse communities assign value to certain kinds of knowledge and how the information addresses the students' own rhetorical purpose. (228)

Admittedly, not all students accept or eagerly join this inquiry-based approach. Not surprisingly, they become "focused on creating a final product for a grade rather than on their understanding of the problem itself" (228). It seems that this highlights the value of this constructivist approach. Problem-based learning, when done correctly, can promote development of real critical thinking skills by getting the students to work together in teams assess, evaluate, synthesize, and so forth. The other model seems to center on finding a fixed number and type of sources that are thrown together in the right order to fill the specified number of pages (228).

A discussion of evaluation criteria fills a sizable portion of the second half of the article. Many acronyms have been created to facilitate student evaluation of sources, including the memorable CRAAP Test. Bowles-Terry and company criticize these checklists, and others that can be found in many textbooks (writing, rhetoric, and composition ones, for example) elsewhere. They cite Marc Meola who has written about the checklist as a promoter of "a mechanical and algorithmic way of evaluation that is at odds with the higher-level judgment and intuition that we presumably cultivate as part of critical thinking. The checklist gives students the impression that evaluation is mechanistic, enabling them to spit out correct Web-site evaluations given the right input" (229).

Still, today there are many students, instructors, and librarians who continue to follow the traditional patterns, though the authors argue that these "traditional [...] ways" are "sometimes counterproductive" (229).

On a different note, it appears that this article lacks any reference to assessment or outcomes. One sentence encapsulates their assessment efforts: "We evaluated students' reactions to the PBL approach by observing their behavior in class" (227). In order to convince a larger population of librarians and writing instructors, perhaps a look into the literature on assessment of PBL as it relates to information literacy might be productive.

Personally, the list of four IL learning goals in the article, plus the brief, yet explicit, descriptions of the three instruction sessions connected to one of their PBL projects proved to be some of the most appreciated parts of the article, though the discussion of theory offered a quick and useful refresher. Read this well-written article and consider putting into practice what they have already set in motion.


Meola, Marc. "Chucking the Checklist: A Contextual Approach to Teaching Undergraduates Web-Site Evaluation." portal: Libraries and the Academy 4.3 (2004): 331-44.

CQ Researcher: A Tool to Jump-start Research Projects

CQ Researcher continues to create great reports that can facilitate student research. These reports provide basic background on their topics, which are usually of current interest. The bibliographies point to other sources the students can cite, and the Pro/Con section can point to different viewpoints from respected experts.

The following are some titles of CQ Researcher reports that might be of interest to students who need to decide on a topic for a term paper, project, or speech. If you are a college student or instructor, check your libraries listing of databases. At ISU, CQ Researcher can be found in the alphabetical listing of databases in the C's.

Agriculture
“Biofuels Boom: Can ethanol satisfy America's thirst for foreign oil?” (Sept. 29, 2006)
“Global Food Crisis: What’s causing the rising prices?” (June 27, 2008)
“Factory Farms: Are they the best way to feed the nation?”(Jan. 12, 2007)
Business, Banking, & Economics
“Middle-Class Squeeze: Is more government aid needed?” (Mar. 6, 2009)
“Business Bankruptcy: Are U.S. bankruptcy laws effective?”(Apr. 10, 2009)
“Socially Responsible Investing: Can investors do well by doing good?” (Aug. 29, 2008)
Communications and the Mass Media
“Online Privacy: Do Americans need better protection?”
(Nov. 6, 2009) “Cyberbullying: Are new laws needed to curb online aggression?”
(May 2, 2008) “Conspiracy Theories: Do they threaten democracy?”
(Oct. 23, 2009)
Culture, Sports, and Recreation
“Stolen Antiquities: Should museums return relics to their country of origin?”
(Apr. 13, 2007)
“Extreme Sports: Are they too dangerous?”
(Apr. 3, 2009)
“Prostitution Debate: Should the United State legalize sex work?” (May 23, 2008)
Education
“Student Aid: Will many low-income students be left out? (Jan. 25, 2008)
“The Value of a College Education: Is a four-year degree the only path to a secure future?”(Nov. 20, 2009)
“Drinking on Campus: Have efforts to reduce alcohol abuse failed?” (Aug. 18, 2006)
Employment, Labor, & Income
“Straining the Safety Net: Is joblessness overwhelming aid programs?” (July 31, 2009)
“Rethinking Retirement: Can Americans afford to retire?” (June 19, 2009) “America’s Border Fence: Will it stem the flow of illegal immigrants?” (Sept. 19, 2008)
Energy>
“Confronting Warming: Can states and localities prevent climate change?” (Jan. 9, 2009)
“Coal’s Comeback: Can coal become a clean energy source?” (Oct. 5, 2007)
“Oil Jitters: Are the days of cheap oil gone forever?” (Jan. 4, 2008)
Family and Domestic Life
“Future of Feminism: Are women returning to a 1950’s mindset?” (Apr. 14, 2006) “Cyber Socializing: Are Internet sites such as Myspace potentially dangerous?” (July 28, 2006)
“Sex Offenders: Will tough new laws do more harm than good?” (Sept. 8, 2006)
Health
“Heart Health: Is America ready for the coming cardiac crisis?” (Sept. 12, 2008)
“Regulating Toxic Chemicals: Do we know enough about chemical risks?” (Jan. 23, 2009)
“Stem Cell Research: Is Pres. Bush blocking important medical research?” (Sept. 1, 2006)
Religion
“Religion and Politics: Is President Bush too vocal about his faith?” (July 30, 2004)
“Understanding Islam: Is Islam compatible with Western values?” (Nov. 3, 2006) “Protestants Today: Can U.S. Protestants survive today’s challenges?” (Dec. 7, 2007)
Science & Technology
“Human Spaceflight: Are missions to the moon and Mars feasible?”(Oct. 16, 2009)
“Science in America: Are we falling behind in science and technology?” (Jan. 11, 2008)
“Intelligent Design: Should alternatives to evolution theory be taught?” (July 29, 2005)
Social Movements
“Changing U.S. Electorate: Are demographic trends reshaping U.S. politics?” (May 30, 2008)
“Gay Marriage Showdowns: Will voters bar marriage for same-sex couples?” (Sept. 26, 2008)
“Hate Groups: Is extremism on the rise in the United States?” (May 8, 2009)
War & Conflict
“New Strategy in Iraq: Will President Bush’s troop surge work?” (Feb. 23, 2007)
“Mexico’s Drug War: Is the violence spilling into the U.S.?”(Dec. 12, 2008)
“Cost of the Iraq War: Are economic woes a casualty of unexpectedly high costs?” (Apr. 25, 2008)

Elements of a CQ Researcher Report

• Overview
  
• Background
  
• Bibliography
  
• Pro/Con Discussion
  
• Outlook
  
• Current Situation
  
• Chronology
  
• Maps/Graphs
  
• Contacts (Addresses and websites of reputable organizations)
  
• Next Step (Additional articles and resources to explore the issue.)
  
• “Cite Now!” shows you how to cite in various formats.
  
• You can email a pdf copy of the whole report or individual sections.
  
• Search by Keyword
  
• Browse by Topic or Date

Ideas for Papers & Speeches

Children
• Raising children in affluent America
• Child geniuses: how smart are they?
• Breast feeding vs. the bottle
• How to instill in children a respect for the natural world
• Shy children: causes, concerns, and corrections
• Disciplining children
• Pros & cons of marriage without children

Consumerism

• Frauds & deceptions in the used automobile market
  
• Would the consumer benefit from the breakup of large corporations?
  
• How electronic banking affects the consumer
  
• Financing abuses: common instances, current regulations, and techniques for avoiding misleading & dishonest practices

Contemporary Issues

• Should sex education be taught in school?
  
• What are human rights?
  
• Can democracy survive?
  
• Refute/defend: free enterprise & environmental issues are incompatible
  
• Substantiate or refute: America recovers from recessions by waging war
  
• Objections to legalized gambling
  
• The case for a stronger United Nations

Crime & Criminal Justice

• Police training standards
  
• Police weaponry
  
• Mental illness among law enforcement officers and national surveys
  
• Should prison be abolished?
  
• Women behind the badge
  
• Child molesters: detection, prevention, and punishment
  
• The correlation between education levels and crime

Health

• Preventive measures for common running injuries
  
• New ways to manage stress
  
• Problems of health care in rural areas
  
• Permanent effects of methamphetamines
  
• Exercise and pregnancy
  
• Prevalence of sexually transmitted diseases (STDs) in the United States vs. other countries or Idaho
  
• How the United States controls epidemics

Family Life
• Changes in the American family since the 1950s
• Sex-role changes in the American family
• Complex problems single parents face
• Teenage suicide and families
• How children view divorce
• Why sibling rivalry develops and how to cure it
• Dealing with Alzheimer’s in the family

Essay Ideas

• Books that changed my life
  
• How to teach children manners
  
• How to flirt
  
• Advantages of honesty
  
• Why get married nowadays
  
• A little learning is a dangerous thing
  
• Absence makes the heart grow stronger
  
• Life’s most painful lesson(s)
  
• The very best way to make fool of yourself
  
• All’s fair in love and war
  
• Worst experience I ever had
  
• The ‘good old days’ weren’t so great
  
• Information overload

The Future

• Refute or substantiate: “By 2050 the world will consist of two cultures—the permanently rich and the permanently poor
  
• Potential energy sources
  
• What will be the effects of worldwide overpopulation on the environment?
  
• Can acts of international terrorism be forecast? How?
  
• United States’ funding of health care

Geography

• Current immigration issues and their possible solutions
  
• Birth defects and their demographic implications
  
• Impact of populations on tropical soils
  
• What are the geographic dimensions of poverty in the United States? Why?

Food & Drink

• A comparison of commercial and homemade baby food. Consider nutritive contents, convenience, additives, and appearance.
  
• The widespread mechanization of food production has affected food quality. Review some of those changes, both pro and con
  
• Cooking with solar energy
  
• Bioengineering and food: what’s ahead
  
• Are fast foods synonymous with junk food? Evaluate them from a nutritional point of view.

• These ideas come from 10,000 Ideas for Term Papers, Projects, Reports & Speeches. 4th Ed. REFDESK REF LB1047.3 L35 1995. Check Amazon.com for prices of this title in its several editions.

Term Paper, Project, and Speech Ideas

Websites with Ideas for Topics

• Speech Topics Help, Advice & Ideas

• Good Speech Topics

• Best Essay Topics: Essay Topics Suggestion

• About.com: Homework/Study Tips

• Custom Writing: Top 50 Ideas for Argumentative/Persuasive Essay Topics

Find ideas for all kinds of speeches and papers: persuasive, argumentative, funny, popular, demonstrative, definition, controversial, compare/contrast, informal, expository, research, response, etc.

Titles Worth Browsing
1. 10,000 IDEAS for Term Papers, Projects, Reports & Speeches (REFDESK REF LB1047.3L35 1995)
2. Encyclopedia of American Social Movements (REF HN57.E594 2004)
3. Encyclopedia of Social Issues (REF HN57.E59 1997)
4. Social Issues in America (REF HN57.S624 2006)
For more titles, see the Library Catalog.

Digital Titles to Explore Topics

1. Oxford Reference Online: Premium Collection
   
2. Encyclopedia Britannica
   
3. Social Issues in America
   
4. Wikipedia
   
5. Google
   
6. Google News
   
7. Google Scholar

How can reference materials be helpful?
• make it easy and quick to browse potential research projects.
• point to other sources that are quotable.
• provide basic background you should know.
• offer ideas that can help you narrow down your topic and create a more interesting report/project/paper/speech, etc.
• give keywords to increase searching efficiency & effectiveness in the databases.

Open Access Study

In this month's issue of College & Research Libraries Kristi L. Palmer, Emily Dill, and Charlene Christie discuss their research study on librarian attitudes regarding open access: "Where There's a Will There's a Way?: Survey about Open Access."

"This study indicates that librarians support the concepts of open access and, more important, believe that these concepts are related to their work as librarians" (328). This observation did not surprise me as I had suspected as much, but they did point out that while librarians are in favor of open access initiatives, they do not do very much to make any changes or educate others about the issues surrounding it.

Librarians are in favor of seeing their profession take some actions toward open access. The most highly supported behaviors were those that extend traditional library activities such as educating faculty about open access and providing a means by which to locate open access items. Indeed, involvement in education campaigns was not only highly supported, but those librarians managing education campaigns also had significantly more supportive attitudes than other respondents.

It seems to me that librarians should be talking more about open-access issues with each other and with other academics in their communities. The survey said that librarians talk more about this issue among themselves than with faculty and staff. Not surprisingly, educating campus constituents about open access was perceived as a more favorable activity than advocating changes in publishing and tenure policies, such as encouraging faculty to publish in open-access venues, keep their copyrights, place "pre-published versions" of papers in institutional repositories, etc.

On an information-literacy level, the authors of this study sent the survey out in the summer of 2006. It seems that the data might be a little aged. How have open-access issues changed in the past three or four years? How have academic librarians changed their attitudes regarding open access? Have they?

Still, it seems that librarians could do more to educate others about open access and provide more helps on how to find the publications that are freely accessible.

Palmer, Kristi L., Emily Dill, and Charlene Christie. "Where There's a Will There's a Way?: Survey of Academic Librarian Attitudes about Open Access." College & Research Libraries 70.4 (July 2009): 315-35.

Humor in the Classroom

Humor can lighten the mood in any setting, but in a library-instruction session it might be particularly unexpected and well received. Unfortunately, if other librarians are like me, humor does not come naturally. I read an article a few months ago on some librarians who endeavored to study humor in the hopes that they could be funnier in the classroom. They attended workshops and read books. [Yes, I know, I need to look up the citation to that article.] If I remember correctly, they concluded that they could not succeed as stand-up comediennes, but maybe they could make library instruction more palatable for students. Anyone can show a cartoon or a funny clip and get some chuckles. Students seem to appreciate that attempt at humor. They also said that just keeping your eyes open to humor can keep you aware of golden opportunities for a laugh.

Don't get me wrong. We do not want to entertain students just to be entertaining, rather humor facilitates learning. It can pull them back to the here and now if they are losing focus. It can direct them engage more willingly with the activities you have set in place during your instruction. Of course, it can go too far, but a few well-timed jokes or humorous observations during a demonstration can work wonders in garnering student attention.

Here's my one lame joke during the introduction to our catalog: "When it refers to 'Status' it is not asking if the book is married or not, but it's asking if it is available inside the Library." Yeah, pretty lame, huh. : )

At any rate, I picked up a book by Patrick McManus not long ago titled: The Deer on a Bicycle: Excursions into the Writing of Humor. I used to think that I didn't pick up on humor very well in books, and I was probably right. I took things very seriously. Things have to be spelled out to me, like "This is a humorous book, don't forget to laugh." No matter how much I tried to keep a straight face, Patrick McManus succeeded in making me grin from ear to ear and laugh. He provides some great tips for writing humorous pieces, and he includes some great sample stories from his years of writing for magazines.

Changes to MLA Handbook

One of the biggest changes to the MLA citation style is that they are asking that each reference identify its medium. In the past, the default medium was print, so as long as it was print, you did not have to say that. With technological advancements, that has all changed. Take a look at the MLA page that discusses this change among others.

For citation examples incorporating some of these changes, take a look at some of the following pages:
1. Scottsdale Community College Citation Guide.
2. The OWL at Purdue: MLA Update 2009
3. Duke University Libraries: Assembling a List of Works Cited in Your Paper
4. Dixie State College of Utah: How to Cite BOOKS, eBOOKS, and CHAPTERS
5. Gabriele Library, Immaculata University: MLA Style: This pdf document includes a good list of sample citations beginning on page three (there are 11 pages total).
6. How to Cite Media, Video, and Online Media

Look at this tutorial for explanations and practice:
1. MLA Tutorial

For similar lists of websites, take a look at my MLA bookmarks within my Delicious account. When you see a number in blue to the right of a website, you can click on it to see all the other people who have "tagged" that website, then you can see all the websites they have tagged with that tag, so you can see other sites with 'mla' as the tag.

Unfortunately, one of my favorite sites with MLA examples still has not updated their page. Long Island University's Schwartz Memorial Library has an MLA Citation Style page which color codes the different elements of the citation. They have updated their examples in accordance with changes outlined in the 7th edition.

Another reader found the following website to be useful when looking to learn more about citing sources: The Ultimate Guide to Citation Style by the business-training-schools.com

CQ Researcher

One of my favorite databases is CQ Researcher, which provides articles on "hot topics" each week by qualified writers. Not long ago I wrote a few potential blurbs about this database and sent them to the editor of our bathroom newsletter. It occurred to me just yesterday that these blurbs would be good for this information-literacy blog. This type of database seems like it would be particularly useful to those in Speech and lower-division courses where students need to discuss or write about current topics of interest. The editor's final edition appear at the end of this post.

Blurb #1

"Mexico’s Drug War: Is the violence spilling into the U.S.?" This is the title to a recent report published by CQ Researcher. This database discusses issues of current interest each week in the same format, looking at the past, present, and future of a particular phenomenon. Some students like the section where two experts take opposing sides to the question at hand. Others appreciate the extensive list of references at the end as it launches them on a fruitful research trajectory.

[Trajectory: adj. 1. Physics. Of or pertaining to that which is thrown or hurled through the air or space. N. 1. a. Physics. The path of any body moving under the action of given forces; by many modern writers restricted to that of a body not known to be moving, like a planet, in a closed curve or orbit; esp. the curve described by a projectile in its flight through the air.]

Blurb #2

Do you need to know more about an issue of current interest? Congressional Quarterly Researcher can fulfill your need. Each week it publishes substantive articles that deal with important phenomena in our society, typically with deep political ramifications. Take a look at the most recent issues, browse by topic, or search for issues important to you. Topics include cyberbullying, the drug war in Mexico, obesity in children, steroids in sports, global warming, etc.

Blurb #3

Will you need to write a term paper or a speech this semester? Take a look at one of the Library’s most interesting databases, CQ Researcher. It includes salient articles relevant to today’s most pressing issues, from Mexico’s drug wars to financial bailouts, gun rights to declining birth rates, and gay marriage to internet accuracy. Experts take sides on issues, outlining the pros and cons from their own perspectives. A large bibliography or works-cited section also proves useful for those willing to do more fulfilling, in-depth research.

Blurb # 4

Are you ready to branch out from the normal databases you usually access? This database, CQ Researcher, can help you understand issues of importance for our country, including a breakdown of its history, current situation, and future outlook. Find articles on China’s human rights, Mexico’s drug war, cyberbullying, race and politics, and much more. Each article offers other sources of information for digging deeper into the subject.

Editor's Final Edition Titled:

"For Current Events & Controversial Issues!"
Need to write a speech or a term paper on a "hot topic"? Try CQ Researcher, one of the Library's most interesting databases. Weekly reports focus on specific topics, from financial bailouts to Mexico's drug wars; gun rights to declining birth rates; gay marriage to Internet accuracy. Each includes:
• an overview of the topic
• an in-depth discussion of the current situation
• a Pro/Con section
• a very useful Chronology
• a bibliography
• an "Issue Tracker" for Related Reports.
Written by experts, all information is accurate and trustworthy. For help with CQ Researcher or any library resource, just ask at the Reference Desk!

Partnering with Writing Centers and Teachable Moments

Recently I read two good articles in The Reference Librarian. The first one discussed the issue of teachable moments, looking for times when patrons might be willing to receive more information. Susan Avery notes that these "moments" cannot be planned or "anticipate[d]," are "dependent on the readiness of the recipient," and are "serendipitous." Librarians can give more help than required; we can share our expertise of the many information tools we encounter on a regular basis. Of course, Avery does acknowledge that librarians should be "sensitive to the needs of the patron." Frankly, some individuals could care less about conducting a database search more efficiently as they have other priorities and demands on their time. Therefore, librarians must make their own judgment calls, paying attention to receptivity, attitudes, perceived time constraints, information needs, etc. (117).

Along these lines, Avery suggests ideas that can be found in your standard library-science textbook on reference work:
1. Listen.
2. Be patient and flexible.
3. Look for body language cues.
4. Keep it short and to the point.
5. Let the students do the work.
For understanding the different setting in which a librarian might look for a "teachable moment," see the article.

Works Cited
Avery, Susan. "When Opportunity Knocks: Opening the Door Through Teachable Moments." The Reference Librarian 49.2 (2008): 109-18.

Rachel Cooke and Carol Bledsoe promote the idea of including the Writing Center within the campus library. Doing this would "provide opportunities for partnership" (119). This would be more convenient for the students, particularly those involved in the research and writing process. They discuss how librarians and writing tutors could provide help at each others' desks. Librarians could also train the writing tutors to do some basic research, which would benefit many students simultaneously as many tutors are actually students.

Much of the article revolves around five "challenges" encountered by reference librarians and writing tutors alike:
1. Guiding students through the sequence of the writing process (120).
2. Uncertainty about the assignment (121).
3. "The paper is due in an hour" (121).
4. When students request a librarian or writing tutor to do their research or edit their paper (122).
5. Students who say: "I can find everything on Google. I'll just cut and paste." This touches on the quantity and quality of sources as well as proper citation of these sources.

Let me make just one comment about challenge number one. The authors make a good point that librarians and tutors should not assume that the writing process is the same for everyone. Increasingly, college instructors require their students to write a paper without doing research--at least at the outset. Particularly with lower-division students, instructors find that they let the sources do the talking. Having students write their own thoughts first helps them know what they think; then they can analyze and evaluate what the sources say in comparison with their own ideas.

Therefore, once the students has written their own personal idea paper, then the instructor requires them to research in the area of their topic and write a paper that incorporates their own ideas while also considering the ideas of others. I repeat myself here, because this is something I want to remember. The idea seems to promote real learning and connecting it with real life. What do I know about X? Why do I think this way? What do others say about this topic in question? How do my ideas differ from someone else's? Do their ideas expose any gaps in my own logic? Will I change and adjust my own thinking on this? How?

Somewhat reminiscent of Hegel's model, an instructor who follows this kind of assignment encourages students to form a thesis, consider an antithesis, and then synthesize the two. Adopting this approach could facilitate higher orders of thinking for many students, since too often students revert back to their comfort zones of reporting what they find, rather than thinking about what they find in their research. These "comfort zones" hearken back to show-and-tell activities in the early stages of a child's education.

Cooke, Rachel and Carol Bledsoe. "Writing Centers and Libraries: One-Stop Shopping for Better Term Papers." The Reference Librarian 49.2 (2008): 119-27.