1. 1 | in f o r m a t i o n l i t e r a c y s k i l l s d e v e l o p m e n t | J u l i e K e n t
Lesson Plan: Marketing 281
ILSD facilitated by Julie Kent, Hons. B.A, M.L.I.S., Instructional and Research Librarian
OVERVIEW
Finding and using resources and avoiding plagiarism in research for this program is foundational to student success. After
participating in this session learners can:
 Find appropriate and relevant resources and information
 Find and use the appropriate Research Guide for the Business Program and Marketing
 Find and use tools to maintain academic integrity
 Locate APA formatting information
The library's Information Literacy Skills Development program adheres to the ACRL Framework for Information Literacy for
Higher Education.
 Authority Is Constructed and Contextual
 Information Creation as a Process
 Information Has Value
 Research as Inquiry
 Scholarship as Conversation
 Searching as Strategic Exploration
CONTENT Knowledge Practice or Disposition
INTRODUCTION
AND AGENDA
(4 minutes)
 Librarian value statement
 Library and Librarian: role in student’s success
 Present: path to library home pages, resources, and
tools
 In-class activity
 Peers present to peers in teach-back activity
 Summary
 Feedback instrument
GOVERNMENT
DOCUMENTS
(4 minutes)
Provide students with necessary tools and search
syntax to find relevant and appropriate online
government documents, research, blogs, policies,
industry initiative, legislation, etc.
http://www.acoa-
apeca.gc.ca/eng/publications/FactSheetsAndBrochures
/Documents/BMP%20-%20final%20EN_online.pdf
http://www.acoa-
apeca.gc.ca/Eng/publications/FactSheetsAndBrochures
/Pages/How_to_prepare_a_marketing_Plan.aspx
Learners who are developing their
information literate abilities:
assess the fit between an information
product’s creation process and a
particular information need; recognize
that information may be perceived
differently based on the format in which it
is packaged; value the process of
matching an information need with an
appropriate product; understand that
different methods of information
dissemination with different purposes are
available for their use.
LIBRARY HOME
PAGE & BUSINESS
DATABASES
(5 minutes)
1) Present library specific search engine “Search All”,
and search box navigation
2) Execute KEYWORD search and review interface
features and functionality
Business planning
3) Inform students that the business databases are
NOT in the Search All results list.
The information literate student
recognizes issues of access or lack of
access to information sources; understand
that different methods of information
dissemination with different purposes are
available for their use; value the process
of matching an information need with an
appropriate product.
SUBJECT INSTRUCTOR DATE | TIME | LOCATION
Assignment Specific Research
Dig It Delights
Cranbrook Food Action Committee
January 19
10:00 – 11:20 AM
Library Computer Lab

2. 2 | in f o r m a t i o n l i t e r a c y s k i l l s d e v e l o p m e n t | J u l i e K e n t
RESEARCH GUIDE
(5 minutes)
4) Present Business and Marketing Research Guides.
5) Review features and content on relevant page tabs
6) Present access point to Avoiding Plagiarism,
Academic Honesty, and APA citation style guide
The information literate student identifies
a variety of types and format of potential
sources; recognize issues of access or lack
of access to information sources;
determine an appropriate scope of the
investigation; draw reasonable
conclusions based on the analysis and
interpretation of information.
IN-CLASS ACTIVITY
(25 minutes)
1) Students divided into groups
2) Each group given a specific topic relevant to their
assignment
3) Each group executes a search finding specific
resources.
Group 1 – Search ABI/INFORM Global find a peer
reviewed or scholarly article on “marketing plan”. Use
Advanced Search to add appropriate keywords.
(marketing plans) AND (small business) AND (salad
dressing industry) OR (Perishable Prepared Food
Manufacturing)
Group 2 – Search with “Search All” search engine to
find various sources on “business planning”.
Explain: what is a Research Starter?
Differentiate types of sources:
Group 3 – using specific search engine syntax, find
Canadian Government documents on the topic of local
and sustainable products.
site:.gc.ca
site:.gov.bc.ca
Find Canada’s Action Plan for food security
http://www.agr.gc.ca/misb/fsec-seca/pdf/action_e.pdf
Increasing Food Security
http://www.acdi-
cida.gc.ca/INET/IMAGES.NSF/vLUImages/Youth-and-
Children/$file/food-security-strategy-e.pdf
Global Affairs
http://www.international.gc.ca/development-
developpement/priorities-priorites/cfss-
scsa.aspx?lang=eng
The information literacy student accesses
needed information effectively and
efficiently; exhibit mental flexibility and
creativity, understand that first attempts
at searching do not always produce
adequate results; seek guidance from
experts, such as librarians, researchers,
and professionals; persist in the face of
search challenges, and know when they
have enough information to complete the
information task.

3. 3 | in f o r m a t i o n l i t e r a c y s k i l l s d e v e l o p m e n t | J u l i e K e n t
Group 4 – Find company profiles and locate the SWOT
content in Business Source Complete
Kraft Foods Group, Inc.
AGT Food and Ingredients Inc.
Canada Bread Company, Limited
Sun Gro Horticulture Canada Ltd.
Agribrands Purina Canada Inc.
Pinnacle Foods Inc.
Welch Foods Inc.
George Weston Foods Limited
Maple Leaf Foods Inc.
McCain Foods Limited
Bioriginal Food & Science Corp
TEACH BACK | PEER
PRESENTATION
(25 minutes)
 Students present their findings to classmates
demonstrating keywords used and resources
accessed
Learners who are developing their
information literate abilities
 formulate questions for
research based on information
gaps or on reexamination of
existing, possibly conflicting,
information;
 determine an appropriate scope
of investigation;
 deal with complex research by
breaking complex questions into
simple ones, limiting the scope
of investigations;
 use various research methods,
based on need, circumstance,
and type of inquiry;
 monitor gathered information
and assess for gaps or
weaknesses;
 organize information in
meaningful ways;
 synthesize ideas gathered from
multiple sources;
 draw reasonable conclusions
based on the analysis and
interpretation of information.
SUMMARY
(8 minutes)
 Review resources and access points
discovered.
 Set up next session on Avoiding Plagiarism
 Deliver feedback instrument through
University of Alberta Camrose: ILAAP
Learners who are developing their
information literate abilities give credit to
the original ideas of others through
proper attribution and citation;
understand that intellectual property is a
legal and social construct that varies by
culture; cite the contributing work of
others in their own information
production.