Normas de Alfabetización informativa para el aprendizaje - bivir

278When they encounter problems accessing information, students have two resource persons, DrPorras Hein and Ms. Miller, who are able to help them. However, getting initial data such as namesof ancestors and places of origin via oral interviews with family members is the first vital steprequired. Many of the students, for various reasons, are reluctant to approach family members withthese essential questions.4. LIBRARY INSTRUCTION FOR THE ASSIGNMENTLibrary instruction sessions for Dr. Porras Hein's Chicano Family class emphasize hands-onexploration with every little lecture or librarian-initiated demonstration. The sessions take place inone of two twenty-workstation computer instruction rooms available at the Pollak Library. Studentsare encouraged to jump right in and experiment with genealogy web portals, ask questions and sharefindings with other class members. As problems and questions crop up, they are shared anddiscussed on a central screen connected to a librarian workstation or to any one of the twentycomputers. Both Ms. Miller and Dr. Porras Hein see their role as that of facilitators.4.1. EVOLUTION OF INSTRUCTION SESSIONS FOR CHIC 305When Ms. Miller came to CSUF in the Fall of 1998, Dr. Porras Hein was among the firstChicana/Chicano Studies professors to take advantage of the offer to conduct library instructionsessions for her classes. Ms Miller knew nothing about the practice of genealogical research. Sheoffered library instruction sessions that how to access resources on the historical background. Soonwe discovered the world of Internet genealogy. By Spring 1999, we were scheduling two sessions:¿Quién soy? finding my place in history: personalizing information literacythrough faculty librarian collaboration