Library Instruction & Training
We offer training, workshop, and sessions designed to empower the university community with the skills needed to succeed academically and professionally.
We offer training, workshop, and sessions designed to empower the university community with the skills needed to succeed academically and professionally.
- EmbeddedRequested by professors as part of their classes. These can be one-shot sessions or involve all or selected modules as part of the Information Literacy (IL) Program
- Open SessionsOrganized by the Library and open to all to provide relevant information in support of the academic community's research and information needs.
- Partners' TrainingTraining on databases, resources, and services in partnership with publishers, information providers. NU experts in the Schools, IREC and other departments.
- OrientationOffered by the Library at the start of every semester, including library tours. This includes introduction to the services and available resources to new students and teaching members.
Information Literacy Program (NU LILY)
The Information Literacy Program is offered to foster student success, cultivate active lifelong learners and critical thinkers within the community. The program aims to help students enhance their skills in searching, accessing, evaluating, applying, and acknowledging the right information.
The Nazarbayev University (NU) Library and Information Literacy (LILY) Program traces its humble beginnings during its launch in 2018 to achieve student success across all schools of the university. The mission of the NU Library's Information Literacy Program is to develop active lifelong learners and critical thinkers in the community. The program aims to help students improve their abilities to search, access, evaluate, apply, and acknowledge the right information they need.
The NU LILY Program defines learner levels (e.g. beginner, intermediate, advanced) and aligned with the ACRL Framework for Information Literacy for Higher Education. The program highlights the target frames, the indicated learner levels, and expected learning outcomes, as well as suggested activities and assessments that can be used as a guideline for designing lesson plans and conducting sessions in the future.
The CILIP, American Library Association (ALA), international professional library associations, library educators, and librarian practitioners promote Information Literacy as a standard program for promoting student learning. It is said that a student who is information literate can access information efficiently and effectively, evaluate information critically and competently, and can use information accurately and creatively (ALA, 2000).
Faculty members and other teaching staff have the opportunity to request sessions from each of the modules one at a time and may select modules that are more appropriate for their classes. While NU LILY follows a structured framework, the sessions under each module/frame can be tailor-fit depending on the request. It is advisable that students will be able to start with the library orientation and attend most, if not all other modules.
The description of each module can be found below. It contains specific learning outcomes and learning objectives. Please contact the Liaison Librarians for more information.
The NU LILY Program defines learner levels (e.g. beginner, intermediate, advanced) and aligned with the ACRL Framework for Information Literacy for Higher Education. The program highlights the target frames, the indicated learner levels, and expected learning outcomes, as well as suggested activities and assessments that can be used as a guideline for designing lesson plans and conducting sessions in the future.
The CILIP, American Library Association (ALA), international professional library associations, library educators, and librarian practitioners promote Information Literacy as a standard program for promoting student learning. It is said that a student who is information literate can access information efficiently and effectively, evaluate information critically and competently, and can use information accurately and creatively (ALA, 2000).
Faculty members and other teaching staff have the opportunity to request sessions from each of the modules one at a time and may select modules that are more appropriate for their classes. While NU LILY follows a structured framework, the sessions under each module/frame can be tailor-fit depending on the request. It is advisable that students will be able to start with the library orientation and attend most, if not all other modules.
The description of each module can be found below. It contains specific learning outcomes and learning objectives. Please contact the Liaison Librarians for more information.
Module 1
Establishing the Need for Information
- Clearly defines, identifies, and understands the assignment question, problem, or topic.
- Identify key concepts/keywords related to the topic.
- Search sources for background information on the topic.
- Identify first-level support from various sources available (e.g. library, classroom faculty, library guides, etc.) in both online and offline settings.
- Recognize the importance of using good quality information resources to complete an assignment.
- Determine the appropriateness of using good-quality information resources to complete an assignment.
- Identify the type of material cited on their course syllabus.
- Use library catalog materials on resource lists, including books and journal articles
- Revise the topic based on preliminary searching.
- Formulate research questions or thesis statements within the area of discipline based on the primary search.
- Recognize the need for initial background research to get a more comprehensive search for relevant information
- Determine the need to modify a broad information need into a manageable focus
- Employ discipline-specific terminologies and key concepts
- Recognize the importance of using a variety of good quality information resources for all academic work.
- Determine the value, similarities, and differences of various resources to have a better understanding of appropriate sources to use.
- Identify available resources suitable for a specific focus or discipline.
- Understand the difference between popular and scholarly journals and “peer-reviewed” publications.
- Ask for help from a subject librarian
- Redefine their information needs in relation to material already found.
- Recognize the importance of using a comprehensive set of high-quality, research-based resources
- Identify a wide range of resources within and beyond a subject area (including gray literature, preprints, institutional repositories, theses, etc.)
- Decide which databases are most relevant to their research.
- Identify which datasets and other relevant statistical databases to use for their research as needed.
- Differentiate between primary and secondary sources.
- Recognize when information may need to be constructed from raw data to primary sources.
- Learn when to seek help both within and outside the place of study/research.
- Understand how to acquire material not available from the Library collections (e.g. using inter-library loans, OERs, etc.)
Module 2
Searching Strategy
- Select search tools most appropriate for the topic.
- Identify appropriate keywords to find information on a particular topic and draft a basic search strategy.
- Conduct basic keyword searches using Boolean logic operators.
- Locate known items using class numbers.
- Choose a strategy for logging and retrieving information found in the library catalog.
- Learn how to access online resources remotely using appropriate routes and authentication.
- Retrieve full-text articles in print or electronic format via the library (catalog and databases).
- Use appropriate library services such as those relevant to preliminary searching such as library catalogs, microforms, newspapers, etc.
- Recognize tools for acquiring resources outside of the library (e.g. interlibrary loan, open access materials, etc.)
- Use the table of contents and index of a book to locate relevant information within it.
- Revise searches based on the results of preliminary searching.
- Use advanced search features in subject research databases.
- Combine keywords in a search using Boolean operators when searching on library resources and other relevant search engines.
- Identify synonyms, related terms, and alternative spellings for keywords.
- Apply advanced search strategies such as phrase searching, truncation, and wildcard to get more relevant results.
- Search for more relevant primary and secondary sources of information in the field.
- Learn when to use search limits in searching the catalog and other relevant databases.
- Use a variety of sources for information and help.
- Interpret and use citations to find additional literature.
- Access databases and/or indexing & abstracting services to search for relevant journal articles on a topic.
- Recognize when to use a cross-search facility (i.e.: Article Search) and when to search within an individual database for a more sophisticated search
- Refine a search to broaden or narrow the number of results returned.
- Determine if the search strategy should be revised.
- Use tools for acquiring resources outside of library collections (e.g. Interlibrary Loan, Google Books, Google Scholar, Open Access Materials, etc.)
- Develop in-depth search strategy on a wide range of information resources.
- Formulate advanced search strings and strategies to get more compelling results.
- Seek primary sources from foundational theorists and practitioners.
- Use current awareness technologies (e.g. RSS, blogs, Alerts, saved searches) for systematic review and to stay informed about research
- Use specialized information resources to retrieve information, where appropriate (e.g. data, statistics, legislation)
Module 3
Evaluate Information
- Understanding the importance of evaluating sources.
- Differentiate between scholarly, trade, and popular sources
- Evaluate resources for currency and timeliness.
- Assess the information based on its relevance to your topic at hand.
- Examine the creator or producer of information by checking the authority of the source.
- Evaluate the accuracy, correctness, and validity of various information and resources available.
- Understand the purpose of why the information exists.
- Describe the differences between the library online collection and the information available on various web sources.
- Select relevant items from a resources list or library catalog for a specific topic.
- Identify, interpret, and synthesize relevant points from an information source.
- Define and select peer-reviewed sources when appropriate.
- Recognize what relevant online sources are available when needed.
- Evaluate whether a journal article is relevant to a particular topic.
- Identify possible biases within a piece of information source.
- Employ review tools to evaluate information sources (e.g., book reviews, annotated bibliographies, etc.)
- Use a limited number of non-journal databases for finding relevant information on a topic, where appropriate (e.g. market research databases).
- Determine whether sufficient information has been retrieved to address the topic or question.
- Apply basic meta-analysis strategies in reviewing the literature.
- Assess the quantity and relevance of the search results in order to filter out irrelevant information and identify gaps.
- Evaluate whether the various information sources retrieved are relevant, authoritative, reliable, valid, timely, or biased.
- Select appropriate information from the range of results retrieved for the research topic.
- Assess key sources of information using formal evaluation criteria (e.g. journal impact factors)
- Differentiate between types of research (e.g. qualitative, quantitative, etc.) relevant to the topic.
- Evaluate research methods employed in various studies relevant to the topic.
- Identify research biases within studies.
- Understand the financial forces and motivation driving the availability of information
- Utilize current awareness services, such as table of contents, search alerts, and RSS feeds.
Module 4
Use & Dissemination of Information
- Check for accuracy of citations and references.
- Outline information found and label ideas and quotes from others.
- Quote, paraphrase, and cite ideas obtained from other sources.
- Understand the basic concepts of plagiarism and how to avoid it.
- Use annotations for bibliographies.
- Infer relationships among multiple sources.
- Incorporate the information found into the assignment topic using appropriate methods, e.g. essay, presentation, report, etc.
- Reflect on their own research process to identify its strengths and weaknesses and alternative strategies for the future.
- Match communication style to the target audience.
- Use bibliographic management software to manage references
- Understand the intricacies of plagiarism and how it can be avoided
- Use information gathered ethically.
- Select appropriate information to synthesize from multiple sources.
- Process information found to formulate or support the own arguments.
- Formulate a logical conclusion with sufficient evidence.
- Understand the importance of seeking approval from the NU-Institutional Research Ethics Committee (IREC) for research initiatives.
- Keep a record of information-searching activities.
- Apply the information found to a research proposal or dissertation.
- Choose whether to retain author rights for future research output.
- Archive completed work to ensure it is future accessibility.
- Share your own research findings with peers beyond the classroom.
- Utilize tools such as discussion lists and online professional networks to communicate with other researchers
Research Intelligence & Scholarly Communication Practice
A series of training sessions designed to strengthen researchers’ core research skills and their understanding of scholarly practices. The program supports faculty members, graduate students, and researchers by developing competencies in research data literacy and responsible data practices, research evaluation, scholarly communication, research ethics, open science, and responsible research conduct.
Learning Outcomes
- Identify and apply principles of research data literacy and responsible data management throughout the research lifecycle
- Develop and evaluate data management plans (DMPs) in line with funder and institutional requirements
- Use appropriate tools and platforms for data organization, documentation, storage, and sharing
- Critically assess research outputs, journals, and metrics to support responsible research evaluation
- Apply principles of scholarly communication, including open access publishing and copyright awareness
- Demonstrate understanding of research ethics, open science practices, and responsible research conduct
Academic Publishing Support and Research Integrity
The training program designed as a mandatory component for members of the Post-Award Operations team and Project Administrators at the Office of Research Policy and Analysis (NURA). The training is specifically important for the managers to guide and support grant applicants to meet NU requirements in terms of publishing research outputs.
- Critically evaluate the credibility and reliability of academic journals and publishers using established evaluation strategies.
- Explain the manuscript submission process, including journal guidelines and peer review expectations, to effectively prepare research for publication.
- Identify high-impact journals aligned with specific research goals by analyzing journal and article-level metrics.
- Maximize the use of reference databases and bibliometric indices to support journal selection.
- Differentiate between legitimate and predatory publishing models and apply criteria to avoid unethical publication practices.
- Provide guidance on grant applications including but not limited to planning for grant applications, identifying funding sources, grant writing assistance, understanding funding policies, and post-award monitoring and reporting.
- Duration
- one month long - twice a week (34 hours)
- one week long - daily (34 hours)
- two weeks long - three times a week (18 hours)
- Assessment
- Pre-test for needs assessment
- Post-test and knowledge checking
- Practical hands-on with tools
- FacilitatorsThe Teaching & Learning Support Office
The Research Support Office - Format
- In-person instruction
- Moodle https://moodle.nu.edu.kz/course/section.php?id=275797
Program
Module 1. Introduction to Academic Publishing Support and Research Integrity
- Welcome and Overview of the Training Program
- Importance of post-Award and pre-award operations of the project administration in research publication
- Brief overview of NU’s research policies and strategic goals related to publication
- How supporting responsible publication helps NU’s reputation and grant success
- Setting expectations for the course
- Pre-test (needs assessment)
Module 2. Identifying High-Impact Journals for Your Research Publication
- Understanding journal Impact factor
- Understanding CiteScore
- Understanding Quartiles and Percentiles
- Understanding h-index
- Responsible Use of Research Metrics
Module 3. Choosing the Right Journal for Publication
- Why journals selection matters & key strategies
- Relevant metrics for publication
- Tools and databases: Scopus & Web of Science
- Tools and databases: SJR & JCR
- Tools and databases: suggestions tools
- Kazakhstani journals indexed in WoS & Scopus
- Aligning research with journal - authors guidelines
- Types of articles (review, original research, case study, data article)
- RDM requirements for publishing articles
- Author service
Module 4. Publishing Articles
- Journal publishing process
- Steps in manuscript submission
- Quality assurance (understanding peer-review process and editorial expectations (including article retraction)
- Publishing models (traditional, open, self-publishing, hybrid)
- Benefits of Open access
- Predatory journals: How to spot differences?
- Understanding APCs (Article Processing Charges) and funding support
- Authors’ rights, copyright & licensing in Open Science
Module 5. Ensuring Responsible Publishing
- Publication ethics & responsibility
- Responsible use of AI in drafting publications and grant applications
- Good practice guidelines for AI use in research
Module 6. Ensuring Future Readiness
- Summary of key learning points
- Common mistakes to avoid when supporting grant applicants
- Encouragement to maintain ongoing learning
AI Literacy at NU Library
The AI literacy program is part of the Information literacy program for critical learners. The IL principles serve a foundation for AI literacy. The program aims to develop AI literacy skills, including the ability to identify needs, effectively prompt and interact with AI systems, critically evaluate AI-generated information, and apply it responsibly and ethically.
- Become familiar with key concepts and terminology related to artificial intelligence
- Understand what (generative) AI tools are, their pros and cons, and how to use them to support academic work
- Explore emergent applications of AI technology in study and research
- Know how to use AI tools for specific tasks, such as developing search and finding, summarizing research papers
- Know how to use prompts and to develop advanced search strategy
- Develop skills for evaluating and critiquing AI technology
- Understand how to use generative AI tools responsibly and ethically, including understanding issues around academic/research misconduct and how to properly reference AI outputs.
- Duration
- Weekly workshops and training
- 30 min to 2 h
- Assessment
- Pre-test for needs assessment
- Post-test and knowledge checking
- Practical hands-on with tools
- Facilitators
- Format
- In-person
- Online
Program
Introductory Level. AI Literacy Basics
- What Is AI? (Understanding artificial intelligence, machine learning, and neural networks in plain language)
- How does AI work? Behind the scenes of algorithms (basic concepts of how AI models are trained, including datasets, pattern recognition, and feedback loops)
- Types of AI in everyday life (exploring AI in search engines, recommendation systems, voice assistants, chatbots, and smart devices)
- Types of AI in research (exploring AI in search engines including in academic databases)
- AI hallucinations and biases
- Prompt engineering
- Ethical considerations
- AI and academic integrity at NU
AI Powered Research
- Efficient searching and application in the subjects fields (Social Sciences and Humanities, Economics, Business, Engineering, Geosciences, Public policy, Sciences, Medicine)
- Using AI for generating search terms
- AI assisted literature searching and discovery, research synthesis and summarization, writing and editing support, data analysis and visualization
- Comparison of traditional literature search and AI powered
- Advanced prompting (designing complex prompts, iterative refinement, and strategies for using AI as a thinking partner rather than a shortcut.)
- Evaluating and selecting AI tools (frameworks for comparing AI tools based on purpose, transparency, cost, accessibility, and risk)
- Critical evaluation of AI outputs
AI in Scholarly Communication
- Responsibility in AI-mediated scholarly practices
- Publishers’ policies and acceptance of AI peer-review
- AI in open scholarship infrastructure (accessibility services, translation, issues of transparency, authorship).
AI in Research Data Management
- AI-assisted data cleaning, classification, and annotation
- Automated metadata generation
- Support for data discovery and integration
- Quality assurance and anomaly detection
- Tools for managing large or complex datasets.