Multidisciplinary

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
This rubric was developed to assess students' written reflections about primary source materials they encountered in class.  Developed by Meggan Press and Meg Meiman at Indiana University Libraries in Bloomington, this rubric is designed for instructors to gauge students' primary source literacy skills for short- or long-form written projects.  It was adapted from the SAA/RBMS Guidelines for Primary Source Literacy and the ACRL Framework for Information Literacy.
Contributor: Meg Meiman
Resource Type(s): Assessment MaterialRubric
License Assigned: CC Attribution-ShareAlike License CC-BY-SA
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
Updated Version, please download this one!  This infographic helps students figure out more information about peer-reviewed articles, including types of secondary articles like meta-analysis and meta-synethesis.  This map gives more information and helps to point them in the right direction, especially those doing literature reviews in the sciences.  
Contributor: Samantha Kennedy
Resource Type(s): Learning Object
License Assigned: CC Attribution License CC-BY
A discussion and overview of the following ideasWhy we see things differently.Why we don’t like to be wrong.Why it is dangerous to question authority.Where we got the letter A.The morbidity of Puritan children’s books.How culture and community impact information.The origin of the political parties in America.How information is dangerous and can be used to disrupt or preserve a social order. take note of the following terms:cognitive dissonanceconfirmation biasdisconfirmation biasoppositional media hostilitypropagandatop-down information systemsbottom-up information systemspublic spheresocial responsibility theory of journalismobjectivitythe Fairness DoctrineNet Neutrality 
Contributor: Todd Heldt
Resource Type(s): Blog PostLesson Plan
Scope: Course-level
License Assigned: CC Attribution License CC-BY
This infographic helps students figure out more information about peer-reviewed articles, including types of secondary articles like meta-analysis and meta-synethesis.  This map gives more information and helps to point them in the right direction, especially those doing literature reviews in the sciences.  
Contributor: Samantha Kennedy
Resource Type(s): Learning Object
License Assigned: CC Attribution License CC-BY
These .pdfs offer students examples of three different search strategies.  Students can then construct their own on the 2nd page.  These exercises can be used to assess student understnading of keywords and Boolean operators.
Contributor: Todd Heldt
Information Literacy Frame(s) Addressed: Research as InquirySearching as Strategic Exploration
Discipline(s): Multidisciplinary
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
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.
Contributor: Jennifer Hasse
Resource Type(s): Instruction Program Material
Information Literacy Frame(s) Addressed: Framework as a Whole
License Assigned: All Rights Reserved
This lesson starts with a simple question: "Who knows the most about (topic of your choice)?" In my experience doing this lesson with first year students, a majority of students will identify personal experience as knowing the "most" at the outset. It is common for them to say something along the lines of: No one understands what it’s like to be homeless more than someone who has been through it. Starting from that firm conviction, this lesson is designed to help students think about different ways of “knowing” and what secondary sources (particularly scholarly) are able to accomplish in providing analysis, context, and scope. Learning outcomes: Students will be able to articulate multiple ways in which authority can be ascribed [Authority is Constructed and Contextual]Students will be able to identify primary and secondary sources / scholarly and popular sources and how they are linked to each other [Scholarship is Conversation]Students will seek a variety of source formats and perspectives in their own work [Information has value]
Contributor: Jennifer Hasse
Resource Type(s): Lesson Plan
Discipline(s): Multidisciplinary
License Assigned: All Rights Reserved
A one-shot or seminar class on fake news tied to source evaluation. Examination of the factors at play in the creation of misinformation; insight into how to select sources; tools and strategies for evalutating content of stories, authors, and news outlets.
Contributor: Jennifer Hasse
Resource Type(s): ActivityLesson Plan
Discipline(s): Multidisciplinary
License Assigned: All Rights Reserved

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