Multidisciplinary

This lesson plan uses Kevin Seeber's process cards and our newly created set of process cards that focus on news sources.  In the activities using the process cards, our students were able to define and contextualize different types of information resources, including news sources.  The tranfer and apply assessment used to close the session provides an opportunity for the students to think about how they would integrate these types of information into coursework, the workplace, and their personal lives.
Contributor: Susan Miller
Discipline(s): Multidisciplinary
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This is a lesson plan that centers around a 30-minute activity that gets students thinking and talking about the primary sources they create as they go about their daily lives, in order to prepare them to understand and contextualize the primary sources they encounter in historical research. They will also learn skills that can be transferred to future archival research. This works well as part I of a two-part interaction with classes. Typically, I go to their classroom for this lesson, meeting the students in a room in which they feel comfortable. They then come to the library several weeks later for a research-intensive workshop.
Contributor: Claire Lobdell
Resource Type(s): ActivityLesson Plan
Information Literacy Frame(s) Addressed: Information Creation as Process
License Assigned: CC Attribution License CC-BY
This is designed as a 75 minute lesson plan. It isn’t tied to specific course content, but can be tailored to a particular course and scaled to shorter or longer class sessions. It is designed as more of a theoretical, reflective introduction to concepts of privacy and security than as a nuts-and-bolts or tech heavy workshop, and it includes a debate activity entitled "The Rewards and Risks of Convenience." It could also be used as part 1 in a two-part workshop series in which the second focuses more on specific strategies/methods/software.
Contributor: Claire Lobdell
Resource Type(s): Lesson Plan
Information Literacy Frame(s) Addressed: Information Has Value
License Assigned: CC Attribution License CC-BY
Studying music in an online setting requires that students and instructors leverage digital resources and participatory technologies with understanding and intentionality. Meta-literacy, a framework promoting critical thinking and collaboration, is an inclusive approach to understanding the complexities of information use, production, and sharing in a digital environment. This chapter explores the implications of meta-literacy for the online music classroom and identifies ways in which the librarian and music instructor can collaborate to promote student self-reflection on the use, creation, and understanding of musical information or content.  
Contributor: Rachel Scott
License Assigned: All Rights Reserved
In this exploratory study the author asks students enrolled in a credit-bearing undergraduate research methods course to rank and evaluate the troublesome, transformative, and integrative nature of the six frames currently comprising the Framework for Information Literacy for Higher Education. The results indicate that students have valid insights into threshold concept-based instruction, but may confuse the application with the theory. If practitioners are to embrace not only the frames, but also the spirit of the Framework, we must directly involve students in our teaching and research practices.
Contributor: Rachel Scott
License Assigned: CC Attribution-NonCommercial-NoDerivs License CC-BY-NC-ND
Librarians are frequently asked to “teach” several databases in a 1-shot session, despite findings suggesting that such database demonstrations do not lead to optimal student outcomes. The ACRL Framework for Information Literacy for Higher Education highlights the concepts of metaliteracy and metacognition. This paper investigates ways in which I leveraged both of these concepts to reconcile my pedagogical ideals with an attempt to honor a faculty member’s request. By demonstrating question posing and making my own metacognitive processes transparent to students, I found that I could honor a faculty request for specific database demonstration while helping learners comprehend and see beyond the constructs of platform and format.
Contributor: Rachel Scott
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): MultidisciplinaryMusic
License Assigned: CC Attribution-NonCommercial-NoDerivs License CC-BY-NC-ND
Although much of the classical music repertory is centuries old, musicians and musicologists participate in ongoing and lively conversations about the works. New insights on old works increasingly surface thanks to technological innovations: from data-rich digital humanities projects to casual online forums where media and text can be posted and discussed. The study and performance of a musical work--even more so than text-based disciplines--should be informed by a variety of sources in a wide array of formats. As the interplay between audience and performer becomes increasingly dynamic and the potential sources for study multiply, librarians can help students negotiate this sustained, multi-format discourse. Unlike other disciplines in which there may be an uncontested answer, a musical work is subject to interpretation in unique ways. “Scholarship as Conversation” provides a framework with which musicians might begin to navigate the many considerations of how to perform or understand a piece. In order to fully appreciate the lifecycle of the work, for example, once must synthesize a variety of contemporary and historical recordings, scholarly, manuscript, and performing scores, composer biography, and other contextual information. Academic librarians must partner with music faculty to offer instruction that specifically targets and assesses student understanding of the dialogic nature of music performance and study. By helping musicians understand the many voices engaged in this dialogue, such collaborations could make a meaningful impact on the musician’s stock-in-trade: her performance.
Contributor: Rachel Scott
License Assigned: CC Attribution-NonCommercial-NoDerivs License CC-BY-NC-ND
This rubric was developed to assess students' written reflections about primary source materials they encountered in class.  Developed by Meggan Press and Meg Meiman at Indiana University Libraries in Bloomington, this rubric is designed for instructors to gauge students' primary source literacy skills for short- or long-form written projects.  It was adapted from the SAA/RBMS Guidelines for Primary Source Literacy and the ACRL Framework for Information Literacy.
Contributor: Meg Meiman
Resource Type(s): Assessment MaterialRubric
License Assigned: CC Attribution-ShareAlike License CC-BY-SA
This workshop delivers an action-oriented introduction to personal data privacy designed for new college students. The session is designed to reveal the systems in place to collect and analyze online behavioral data, and to unveil the real-world consequences of online profiling in contexts like sentiment shaping, consumer preferences, employment, healthcare, personal finance, and law enforcement. In lieu of a prescriptive approach, students analyze case studies to observe how online behaviors impact real-world opportunities and reflect on the benefits and risks of technology use to develop purposeful online behaviors and habits that align with their individual values. Developing knowledge practices regarding privacy and the commodification of personal information and embodying the core library values of privacy and intellectual freedom, the workshop promotes a proactive rather than reactive approach and presents a spectrum of privacy preferences across a range of contexts in order to respect students’ autonomy and agency in personal technology use.
Contributor: Alexandria Chisholm
Information Literacy Frame(s) Addressed: Information Has Value
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
Updated Version, please download this one!  This infographic helps students figure out more information about peer-reviewed articles, including types of secondary articles like meta-analysis and meta-synethesis.  This map gives more information and helps to point them in the right direction, especially those doing literature reviews in the sciences.  
Contributor: Samantha Kennedy
Resource Type(s): Learning Object
License Assigned: CC Attribution License CC-BY

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