Classroom-level

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. 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
The credit-bearing classroom provides librarians with expanded opportunities to connect with students as teachers, mentors, and advocates. Both the content and approach of one-shot sessions are often driven by faculty requests for resource-based instruction. Librarians teaching credit-bearing classes do not face the same constraints on their time with students or limitations on instructional content. Accordingly, librarians in credit-bearing settings can go beyond demonstrating databases or teaching discrete skills to engage students in learning research concepts and to advocate for information- related social justice issues. One such advocacy issue is copyleft, a movement responding to the constraints of traditional copyright by allowing the licensed work to be used, modified, and distributed as determined by the work’s creator. By introducing students to the copyleft movement, librarians can encourage students to make their works more freely available and to engage in the conversation of scholarship. This chapter presents a case study of a research methods course in which students created and embedded Creative Commons licenses in digital platforms in order to encourage learners to critically evaluate the production and value of information.
Contributor: Rachel Scott
Information Literacy Frame(s) Addressed: Information Has Value
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial-NoDerivs License CC-BY-NC-ND
A classroom activity and lesson plan for first-year students. Your students will learn to differentiate between different categories of items -- such as Popular/Scholarly, or Primary/Secondary/Tertiary -- by playing this fun and easy game.
Contributor: Peter Catlin
Resource Type(s): ActivityLesson Plan
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
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
This rubric was designed for use with a Freshmen-level information literacy instruction one-shot. The faculty member required that students select one empirical research article to support their research paper for the course. The information literacy session specifically went over crafting research questions, understanding emprical research, bias, study design, etc. Students were shown how to search for quantitative and qualtiative research and to recognize identifiers of empirical research using an article's abstract. Once the assignment was completed the course instructor shared the students' selected articles and their justification for why it was appropraite with the librarian who taught the course. 
Contributor: Claudia McGivney
Resource Type(s): Rubric
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
This rubric was created to evaluate student resource choice for their research papers after a library session. The rubric keeps the scope of ACRL's Framework in mind, while focusing on evalautive criteria students' would be taught to implement in their research inquiries during an information literacy session. The rubric consists of four categories: begining, emerging, developing and proficient, which allow for clear delineations of students' sophistication in conducting research.   
Contributor: Claudia McGivney
Resource Type(s): Rubric
Information Literacy Frame(s) Addressed: Research as InquirySearching as Strategic Exploration
License Assigned: CC Attribution-NonCommercial License CC-BY-NC

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