Searching as Strategic Exploration

This libguide will help students distinguoish between primary, secondary, and tertiary sources. It includes examples and links to other libraries that provide clear instruction on the matter.
Contributor: Todd Heldt
Resource Type(s): Blog PostLearning Object
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
Because most research tasks are complex, they require more than one search strategy. Additionally, such tasks require students to organize and synthesize the results of those searchers into one cohesive document.  This handout intends to introduce students to that process.
Contributor: Todd Heldt
Resource Type(s): Blog PostLearning Object
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
This handout informs students about the life cycle of information, directing them where to look based on when the even under research happened.  Additionally, a sample research plan is presented.
Contributor: Todd Heldt
Information Literacy Frame(s) Addressed: Scholarship as ConversationSearching as Strategic Exploration
Discipline(s): Interdisciplinary
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
This learning object is a visual rubric that students can use to evaluate materials they have found online including news, scholarly sources, and web content. It can be used as a handout or online image. A link to the Google Drawings version is also available if you'd like to remix this material with your own colors and branding or make edits. Choose File>Make a Copy to create your own editable version. This learning object is available under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license. 
Contributor: Laura Costello
Resource Type(s): Learning Object
Discipline(s): Not Discipline Specific
Type of Institution: University
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
This exercise gives students a model for approaching a research task, beginning with general information and ending with more in-depth sources. Discussion can focus on research as inquiry, research as strategic exploration, and the context and construction of authority. Students are required to cite their sources using both MLA and APA.
Contributor: Todd Heldt
Resource Type(s): Assignment Prompt
License Assigned: CC Attribution-ShareAlike License CC-BY-SA
The three rubrics here were designed for an introductory course for English majors, but the ways in which the ACRL Framework is used could be replicated for any discipline and could be extended to program assessment.  Each rubric addresses one ARCL Frame.  The ACRL "dispositions" are treated as desired learning outcomes; the ACRL "knowledge practices" play the role of descriptors.  The rubric is intended to be used not simply on a student-produced project or activity, but on a project and a structured student reflection taken together.
Contributor: Terry Riley
License Assigned: All Rights Reserved
I wrote "How Information Works:ACRL Framework for Information Literacy in Lay Language" for a faculty workshop we held at Ohio University called, "Reimagining the Research Project."  Later, the Learner-Centered Teaching team took the "Actions" and/or "Attitudes" from that restatement and wrote rubrics for each frame. We chose just one Action or Attitude per frame to rubric-ize. These are still in draft form. Our intention here is to greatly simplify the language so faculty can more easily understand our purpose. I have linked to our page, where several versions can be accessed: simple (b/w), color handout, long version with attitudes and  actions from novice to expert, and draft rubrics.  
Contributor: sherri saines
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
For a performance task/ assignment, students will be expected to find evidence to investigate a pseudoscientific claim or conspiracy theory. They will be submitting a two-page paper to their Chemistry professor in which they make a case that either supports the claim or rejects it. They will be expected to use both library and credible online sources for support. The performance task will follow a full 75-minute library instruction session in which students will learn to:construct various search phrases for use in online and library search tools  use certain evaluation criteria (e.g. CRAAP) to assess the credibility of online sources  examine sources for relevance to their research question and search need (specifically, to determine credibility of claims)Throughout the class, an example claim will be used for searches. Either one of the following is recommended:Feng Shui – or the arrangement of furniture according to Chinese philosophy – can positively or negatively impact your wealth, health, happiness, and prosperity.President John F. Kennedy was not assassinated by Lee Harvey Oswald – or his assassination is the result of a conspiracy of various entities and agents. Materials included:The full sequenced instruction outline for the face-to-face library instruction session. The assignment prompt for the performance task. CRAAP handout. 
Contributor: Cristy Moran
Resource Type(s): ActivityAssignment Prompt
Discipline(s): Interdisciplinary
License Assigned: CC Attribution License CC-BY
This is a short, engaging activity suitable for learners of all levels. In it, students evaluate web sources that are provided by an instructor using the acronym CRAAP (currency, relevance, accuracy, authority, and purpose). Students work together in groups and explore evaluation processes aloud, with guidance from the CRAAP cards and the instructor. This is an adaptation of various evaluating sources activities available in LIS literature and professional resources. This activity is ideally implemented as a kind of collaborative game moderated by the instructor. It is highly adaptable.Students are grouped into 5 groups - one for each criterion of CRAAP. Each group will receive a CRAAP card or 3x5 index card/ handout/ other with evaluation questions pertaining to Currency, Relevance, Accuracy, Authority, and Purpose – different for each table. These are the "designated skeptics" of their criterion. They set out as skeptics and they are explicitly challenged to be challenging, and the rest of the class is directed to challenge them as well with probing open-ended questions. A source will be shared with the class on the projector. These sources will include scholarly articles, websites (blogs and orgs), and reference entries. It is essential that the instructor select sources that are relevant to their students (either by course, subject, or level) and that would be likely results on a student Internet search for a research topic/ question.Each group will evaluate the source aloud on the single criterion they’ve been assigned. If it “passes,” then the source gets asked the next question. If it “fails,” the source is dismissed. The criterion can be called out in order - that is, according to CRAAP - but they can also be called out randomly to be evaluated. This activity can be repeated with various websites or web sources.
Contributor: Cristy Moran
Resource Type(s): Activity
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
Following a face-to-face library instruction session, students are assigned a short paper in which they select two [web] sources from a list and evaluate them using specific criteria (i.e. currency, relevance, authority, accuracy, and purpose). A real-life scenario is presented and real sources are provided from the first pages of Google search results. Learning OutcomesStudents will construct various search phrases for use in online search toolsStudents will use certain evaluation criteria (e.g. CRAAP) to assess the credibility of online sourcesStudents will examine sources for relevance to their research question and search need (specifically, to determine credibility of claims)Materials include: Full lesson - description, sequenced instruction (i.e. outline), and performance taskAssignment Assignment with suggested answer keyRubric CRAAP handout 
Contributor: Cristy Moran
Resource Type(s): ActivityRubric
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY

Pages