Worksheet

Synthèse ludique des ateliers d'évaluation des sources. Peut être utilisé comme récompense : un exemplaire plastifié est offert à l'étudiant qui trouve l'erreur volontairement insérée dans la formation (les autres n'ont que la feuille en papier). Autre utilisation : trouver le document le plus faible parmi vos références, ou parmi les références du syllabus de tel cours.Gamified summary for the evaluation of sources activity. A laminated copy could be used as award for the first student who discovers the mistake deliberately put in the learning activity; the other participants only get a paper copy of the sheet. Another use : in a list of bibliographic references, find the weakest one.
Contributor: Pascal Martinolli
Resource Type(s): Assessment MaterialWorksheet
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?1) Faire une courte introduction engageante (15min.) 2) Identifier la minorité surmotivée et leur distribuer un parcours. 3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.How to get the few really motivated students involved? By asking them to fulfil « side-quests » learning activities in a structured itinerary : 1) Present a short but engaging initiation [sur quoi?] (15 min.) ;2) After identifying the motivated students, give them a formal checklist [pour quoi?];3) If needed, provide minimum mentoring and follow-upHere are two examples : 5-steps self-initiation on how to contribute to Wikipedia and 12-weeks program to start a blog on research topic.
Contributor: Pascal Martinolli
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
In this activity, students think metacognitively as they search to work out strategies for navigating the search process.  In the process, they use Google Docs to collaboratively produce a Search Tips sheet which the whole class can refer back to.  
Contributor: Heather Beirne
Resource Type(s): ActivityLesson PlanWorksheet
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-ShareAlike License CC-BY-SA
This lesson is intended as a single session within a major’s research methods course. Rather than using a shorter “scholarly vs. non-scholarly” comparison worksheet, this activity asks students to work in groups to systematically examine a scholarly article in depth, identify and evaluate its various components visually and in writing, and then compare it to a non-scholarly article on the same topic. Groups then report back to the entire class. Discussion is guided so as to touch on the processes by which sources are created, what these methods say about their authority, and to consider contextually appropriate uses for them. Although the activity was developed for students taking two social science majors' research methods courses (SOC 323 and ANTH 305), it could be adapted to any setting that lends itself to in-depth examination of information creation processes, the construction of authority, and the contextual appropriateness of sources.
Contributor: Krista Bowers Sharpe
Resource Type(s): ActivityLesson PlanWorksheet
Discipline(s): Not Discipline Specific
Type of Institution: CollegeUniversity
License Assigned: All Rights Reserved
In light of the proliferation of fake news and just plain erroneous news, this assignment tries to give students tools and strategies for evaluating the information that comes to them via social media and other outlets. Students identify one news story and thoroughly investigate it, including using CRAAP criteria, searching for other articles on the same topic, and checking factchecking sites.
Contributor: Shellie Jeffries
Resource Type(s): Worksheet
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This one-shot lesson plan was designed for first-year community college students in a First Year Experience (FYE) course at Lone Star College-CyFair Library, a joint use academic and public library branch of the Harris County Public Library. The lesson plan introduces students to information resources available in print and online in an 80-minute tour and classroom session. Librarians also collaborated with FYE instructors to align the lesson plan’s activities with course outcomes and financial literacy topics covered on the FYE syllabus around the time the one-shots are scheduled. Students work in groups, complete a worksheet, present their work as a group, and reflect in a minute paper at the end of the session. 
Contributor: Jane Stimpson
Resource Type(s): ActivityLesson PlanWorksheet
Information Literacy Frame(s) Addressed: Information Has ValueSearching as Strategic Exploration
Discipline(s): Not Discipline Specific
Type of Institution: Community or Junior College
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This is a lesson plan, files, and assessment information for an upper level biology class.  It is in two parts, finding genetic information online and citing images.  It follows a flipped model with pre-class activities required.  The second activity on citing images was created using a Process Orientated Guided Inquiry Learning (POGIL) framework.  Although this activity is specific to CSE style, the activity could be adapted to any citation style.  
Contributor: Michelle Price
Discipline(s): Biology
Type of Institution: CollegeUniversity
License Assigned: CC Attribution License CC-BY
Discovery of resources related to a topic, or the beginning stages of determining a research question. Students can use this organizer to answer critical questions about searching for resources as well as share with peers in this process, seeking input in critical/essential questions, search terms,  or authors.Possible Learning Outcomes (Authority is Constructed and Contextual):Define different types of authority through research/literature review, based on societal position, subject expertise, or special experienceUse research tools and indicators of authority to determine the credibility of sources.
Contributor: Rhonda Huisman
Resource Type(s): ActivityWorksheet
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
Designed for an upper-division petroleum engineering seminar, this lesson attempts to use the frame "Information has value" to illuminate the process of discovering and retrieving scholarly information.  The lesson was more successful when delivered to early-stage graduate students in the petroleum engineering department.
Contributor: Lia Vella
Information Literacy Frame(s) Addressed: Information Has ValueSearching as Strategic Exploration
Discipline(s): Engineering
Type of Institution: CollegeUniversityOther
License Assigned: CC Attribution-ShareAlike License CC-BY-SA
This workshet is a set of reflective questions based on the six frames which are designed for librarians or disciplinary experts to intentionally reflect on their information literacy practices.
Contributor: Sara D. Miller
Information Literacy Frame(s) Addressed: Framework as a Whole
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

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