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1 1.1 EQ vs IQ It is not just intelligence, as measured by IQ tests, that predicts a student’s or professional’s success. Emotional intelligence and personal resilience are becoming as important a measure as test scores. The Knowledge is Power Program (KIPP) developed a “character growth chart” to help measure students’ personal characteristics that auger well for success in higher education. Among the attributes it lists and the indicators that a student has those attributes are: - GRIT: Sticks

Chapters

• 3 1.3 Team Membership Skills
• 5 1.5 Resources
• 6 2.8 Resources
• 9 2.5 Advertising Messages
• 11 2.2 The Information Strategy Process
• 15 3.2 Assignment Clarification
• 35 5.1 What’s the Angle?
• 36 5.2 News Angle
• 38 5.4 Key Questions to Answer
• 39 5.5 Idea Generation
• 41 5.7 Types of Observation: Routine
• 46 5.12 Conventional Wisdom
• 49 6.2 Public Sector Institutions
• 50 6.3 Private Sector Institutions
• 52 6.5 Journalistic Sources
• 53 6.6 Informal Sources
• 56 6.9 Types of Libraries: Public
• 57 6.10 Types of Libraries: Academic
• 60 6.13 Types of Libraries: Media
• 63 7.2 Analyzing Ethical and Legal Considerations – Overview
• 64 7.3 Obligations in News
• 67 7.6 Levels of Social Responsibility
• 71 7.10 Professional and Organizational Perspective – Public Relations
• 77 7.16 Endnotes / Resources
• 78 8.1 Getting Started on Your Information Strategy
• 79 8.2 One-step / Two-step Research
• 81 8.4 Two-step Research Tools
• 82 8.5 Basics of Searching on the Web
• 84 8.7 The “Disappeared” Web
• 85 8.8 Key Words and Subject Headings
• 87 8.10 Searching Fields
• 88 8.11 Contributors of Information and Database Searching
• 89 8.12 Tracking Your Search
• 92 9.2 Purposes of the Interview
• 98 9.8 Methods: Face-to-Face
• 99 9.9 Methods: Telephone
• 100 9.10 Methods: Digital
• 105 9.15 Public Sector Contributors
• 106 9.16 Private Sector Contributors
• 107 9.17 Scholarly Contributors
• 109 9.19 Informal Contributors
• 110 9.20 Evaluating Interviewees
• 112 9.22 Interview Questions
• 113 9.23 Contract with the Interviewee
• 114 9.24 Recording the Interview
• 115 9.25 Some Interviewing Cautions
• 116 10.1 Thinking Critically about Information
• 117 10.2 Tests of Evidence
• 121 10.6 Stop that Rumor
• 124 11.1 Synthesizing the Information
• 126 11.3 Finding the Focus
• 127 11.4 Fitting Things Together
• 130 11.7 Plagiarism
• 133 12.2 Public-Sector Institutions
• 136 12.5 Journalistic Sources
• 142 12.11 Grey Areas
• 143 13.1 Public Records and Information Contributors
• 145 13.3 Types of Public Records
• 146 13.4 Public Records about Individuals
• 149 13.7 Open Meetings
• 151 13.9 Court Records and Legal Information
• 153 13.11 Evaluating Public Record Information
• 154 14.1 Big Data
• 155 14.2 Public-Sector Institutions’ Data
• 156 14.3 Private-Sector Institutions’ Data
• 158 14.5 Broadcast Audience Data
• 159 14.6 Media Analysis Data
• 160 14.7 Audience Analytics Data
• 161 14.8 Data from Media Kits
• 162 14.9 Consumer Data from Private-Sector Sources
• 163 14.10 Data from Scholarly Sources
• 164 14.11 Data from Journalistic Sources
• 166 14.13 Data from Informal Sources
• 167 14.14 Numeracy Skills
• 169 14.16 Using Statistical Data
• 170 14.17 Evaluating Data
• 171 14.18 Endnotes
• 174 15.3 How are Surveys Used?
• 175 15.4 Searching for Survey Data
• 177 15.6 Survey Sample Types: Probability
• 179 15.8 Wording of Survey Questions
• 181 15.10 Survey Interview Types
• 182 15.11 Face-to-Face
• 183 15.12 Telephone
• Primary Navigation
• 190 16.3 Journalism: Clarify Message Task
• 191 16.4 Journalism: Identify Audience
• 193 16.6 Journalism: Locate Information from Sources
• 196 16.9 PR: Identify Audience
• 198 16.11 PR: Locate Information from Sources
• 199 16.12 PR: Synthesize the Information
• 200 16.13 New Advertising Pitch Scenario
• 201 16.14 Advertising: Locate Information from Sources
• 202 16.15 Advertising: Synthesize the Information

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