This face-to-face course enables learners to think in a deep way about how librarians can evaluate the published biomedical literature they find and make decisions about quality. I do this by focusing on a real-life situation: the “predatory publisher” scenario. Both practicing librarians and their patrons are affected by the predatory phenomenon in important ways, and I hope to equip librarians to deal with the phenomenon to empower themselves as information professionals and authors alike.
(Can be customized to clients’ requirements; this agenda for a 4-hour version presents artificial timings for illustrative purposes only).
1:00 PM: Instructor introduces self; depending on size of room/number of attendees, brief go-round for participants to introduce selves and their institutions. While introductions are happening, a very brief (4-5 questions) assessment will be circulating to help instructor gauge skill levels in room as well as the specific needs of the learners.
1:15: Review of assessment, discussion of previous learning contexts and needs of the learners.
1:45: Exemplar materials are distributed for attendees to discuss in small groups/at tables. This breakout activity asks attendees to review 5 articles published in the general area of consumer health informatics for their suitability for a systematic review (described in the presentation). Objective: To get learners talking about the ways in which information professionals evaluate content of journals for a specific purpose.
2:15: Re-grouping for discussion of elements and agendas described above.
2:45: Break for 15 minutes.
3:00: Exemplar materials are distributed for attendees to discuss in small groups/at tables. This breakout activity asks attendees to review 5 journals based only on information about the journal – not on individual articles within the journal – that make it fit the concept of “predatory”. Objective: To identify elements of the journals that make them “predatory” or not.
3:45: Re-grouping for discussion of elements described above.
4:30:Wrap-up and question time. While questions are being asked, a post-assessment form will be distributed to get a sense of what the learnings were from this activity.
5:00: Activity ends.
Presenter requires AV equipment to project PowerPoint slides on a screen; can bring laptop computer (Windows 7, PC). Seating arrangements need to facilitate working in small groups (ideally no larger than 4 per group); round tables perfect, moveable furniture if round tables aren't available. There should be something in the room to write on and display: Whiteboard, easel with easily detachable notepaper are both fine.
MLA CE Contact Hours: 3