Program-level

An explanation of different kinds of authority that students might recognize in a piece of information accompanied by a list of articles about global warming that appeal to, invoke, or otherwise discuss these authorities.  Students should skim one or more of the articles, answer some questions about them, and discuss their ideas with their peers.
Contributor: Todd Heldt
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Discipline(s): InterdisciplinaryOther
License Assigned: CC Attribution License CC-BY
This exercise offers students a list of curated links that they will use to complete an assigned project on green roofs.  Students must evaluate, summarize, annotate, cite, and synthezize the materials in a completed document containing an ultimate recommendation for a course of action. Requires EBSCO access.
Contributor: Todd Heldt
Resource Type(s): Assignment Prompt
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
The Evidenced-Based Practice lesson is mapped to the Research as Inquiry Frame and addresses how to match a clinical question to types of research evidence.
Contributor: Joelle Pitts
Information Literacy Frame(s) Addressed: Research as Inquiry
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This document includes SLOs with performance indicators. After each indicator is a rubric to explain what would be considered excellent, acceptable, developing, or confused work for each indicator. It can be used for a course or program.
Contributor: Smita Avasthi
Resource Type(s): Learning Outcomes ListRubric
Information Literacy Frame(s) Addressed: Framework as a Whole
Type of Institution: Community or Junior College
License Assigned: All Rights Reserved
This rubric is based upon a set of learning outcomes for an information literacy course. Each outcome includes specific performance indicators. The rubric has 4 categories for evaluation: excellent, acceptable, developing, and confused. This rubric could also be used on the program level.
Contributor: Smita Avasthi
Resource Type(s): Rubric
Information Literacy Frame(s) Addressed: Framework as a Whole
Type of Institution: Community or Junior College
License Assigned: All Rights Reserved
This is a map to the current course outline for a 1-unit information literacy class to a proposed course outline that embeds all of the frames.
Contributor: Smita Avasthi
Resource Type(s): Curriculum Map
Information Literacy Frame(s) Addressed: Framework as a Whole
Tags: SLOs
Type of Institution: Community or Junior College
License Assigned: All Rights Reserved
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
License Assigned: All Rights Reserved
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 concepts are critical to information literacy today, and that the language of these concepts should be revisited in the language of the Framework. Certainly metacognition and metaliteracy should be included in pedagogical strategies submitted to the newly launched ACRL Framework for Information Literacy Sandbox.
Contributor: Susan Ariew
Resource Type(s): Publication
Information Literacy Frame(s) Addressed: Framework as a Whole
License Assigned: All Rights Reserved
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
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
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
Discipline(s): Interdisciplinary
License Assigned: CC Attribution-NonCommercial License CC-BY-NC

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