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Four short screencasts under 90 seconds about the role of metacognition in information literacy instruction.
Contributor: Susan Ariew
Resource Type(s): Learning Object
Information Literacy Frame(s) Addressed: Research as Inquiry
In the early drafts of the Information Literacy Framework for Higher Education, metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students’ roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the Framework and thus diminished the document’s usefulness as a teaching tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these...
Contributor: Susan Ariew
Resource Type(s): Publication
Information Literacy Frame(s) Addressed: Framework as a Whole
This is a lively small-group activity suitable for intro-level classes in one or two-shot sessions, but easily adaptable for use with high schoolers. The goal of the activity is to demystify information evaluation and get students to generate their own criteria by which to evaluate the reliability of information and information sources. Students will also discuss the ways in which these criteria are contextual and may vary by situation.
Contributor: Claire Lobdell
Resource Type(s): Activity, Learning Object
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
The following activity is meant to demonstrate the concepts of authorship and authority to first year writing students. Students will use their prior knowledge and everyday experiences with subpar information to draw parallels between evaluating academic and popular sources.
Contributor: Heather Beirne
Resource Type(s): Activity, Lesson Plan
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
EDU 100 / 300: Contexts of Education is a required course in the undergraduate Education program at the University of Alberta; EDU 300 is for after degree students. Students submit a research paper (library assignment) related to a current educational issue in Canada. For this assignment they need to locate at least four different sources: two sources must be articles from peer-reviewed academic journals, the remaining two sources may include additional peer-reviewed articles, books, book chapters, professional education-related journals (trade journals), newspaper articles, videos, etc...
Contributor: Kim Frail
Resource Type(s): Lesson Plan
As part of a collaboration with Claire Holmes and Lisa Sweeney at Towson University's Albert S. Cook Library, I infused our lesson plan for ISTC 301/501 with ACRL Framework Concepts. The original lesson plan was conceived of by Holmes and Sweeney as a way to integreate information literacy instruction concepts for teachers into ISTC 301 and SPED 413 in our College of Education. The attached slides illustrate one way to include information literacy instruction, the ACRL Framework, and teaching standards in college-level instruction. The aim for this lesson plan was to encourage College of...
Contributor: Sarah Gilchrist
Resource Type(s): Lesson Plan
This document lists the outcomes, performance indicators, and dispositions developed for the Threshold Achievement Test for Information Literacy (TATIL). This test has four modules inspired by the six frames of the Framework: Evaluating Process & Authority; Strategic Searching; Research & Scholarship; and The Value of Information. 
Contributor: Carolyn Radcliff
Resource Type(s): Learning Outcomes List
A guide to helping student know how to use (or not to use!) the different kinds of information they may find.
Contributor: Todd Heldt
Information Literacy Frame(s) Addressed: Information Creation as Process, Scholarship as Conversation
This is an activity we use in our Freshman-level writing class information literacy instruction one-shots. The activity presents four online resources and asks students to use the "Evaluating Online Sources" rubric to evaluate their assigned resource. Students vote using an online form on whether they would use a resource in their paper and then the instructor discusses each resource in depth with input from the group that evaluated it. Instructor will ask students to describe their resource and answer the questions asked by the rubric and then discuss the suitability of the resource....
Contributor: Laura Costello
Resource Type(s): Lesson Plan
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
This resource introduces students to rubrics for evaluating information, including SCARAB, CRAAP, and Reuters Source Guide. Furthermore, it provides a framework of questions to ask about a piece of information under consideration. 
Contributor: Todd Heldt
Resource Type(s): Blog Post, Learning Object, Rubric

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