Interdisciplinary

Linked Threshold Concepts in First Year Writing Composition and Information Literacy Instruction

This chart is the result of a partnership between campus Writing Coordinator,  First Year Seminar Coordinator, and myself (Information Literacy Coordinator) to create a customizable assignment structure for our first year seminar class. It offers a template for integrating information literacy into the course and links threshold concepts of writing composition to the Framework. Composition threshold concepts are those outlined by Kassner and Wardle (2015) Naming What We Know: Threshold Concepts of Writing Studies.

Information Literacy Frame(s) Addressed:

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Drawing the Research Process

This lesson asks students to create their own visual representations of the research process and introduces them to the idea of research as a circular process rather than linear. Learning Outcomes: Students understand research as a non-linear process of explorationStudents acquire strategies for moving through the research process effectively Students plan for successful completion of research assignments

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Information Literacy Frame(s) Addressed:

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Defining Different Kinds of Authority

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.

Information Literacy Frame(s) Addressed:

Discipline(s): 
InterdisciplinaryOther
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CC Attribution License CC-BY

Questions for Understanding Information Artifacts

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. 
Discipline(s): 
Interdisciplinary
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CC Attribution-NonCommercial License CC-BY-NC

The Information Life Cycle

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.

Information Literacy Frame(s) Addressed:

Discipline(s): 
Interdisciplinary
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

Fake News, Bias, Framed News, False Balance and What to Do about It

This reading provides a broad overview of the topic of "fake news" and discusses the inherent difficulty of "fixing" the problem.

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Discipline(s): 
Interdisciplinary
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Avoiding Information Malpractice

This handout lists different ways that information may be incorrectly or unethically presented to audiences and offers suggestions for correctly using information.

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Information Literacy Frame(s) Addressed:

Discipline(s): 
Interdisciplinary
License Assigned: 
CC Attribution-ShareAlike License CC-BY-SA

Framework for Information Literacy for Higher Education

This handout provides a crosswalk between the Framework for Information Literacy for Higher Education and the Information Literacy Competency Standards for Higher Education.  Librarians using this handout are prompted to describe their past instruction and service experiences that are related to each frame for the purposes of sparking ideas for programming and learning activities related to the Framework. The handout is designed to ease the transition from using the Standards to embracing the Framework in instruction and programming.  The FIU Information Litearcy Framework combines the Outcomes of the Standards with the Knowledge Practices of the Framework to provide assessable indicators of information literacy competencies in students.
Discipline(s): 
Interdisciplinary
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All Rights Reserved

Evaluating Claims - Pseudoscience and Conspiracy Theories

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. 

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Discipline(s): 
Interdisciplinary
License Assigned: 
CC Attribution License CC-BY

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