Not Discipline Specific

True or False: The Purpose of Research

The goal of this activity is to help students develop a broader understanding of the purpose of academic research assignments, by helping to identify some of the common misconceptions that they might have about research assignments. This could also be used as a low-stakes activity or assignment at the beginning of a research project to help clarify expectations.

Resource Type(s):

Information Literacy Frame(s) Addressed:

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

Defining Research as Inquiry

The goal of this activity is to help students start to develop an understanding of research as an ongoing process of inquiry, rather than a straightforward process of compiling information on a topic. Students develop initial definitions of “research as inquiry,” review and discuss resources related to the concept, revise their definitions, and reflect on how the concept relates to their research practices.  

Resource Type(s):

Information Literacy Frame(s) Addressed:

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

Strategy for Finding Statistics and Data

Comprehensive strategies on finding statistics and data.

Information Literacy Frame(s) Addressed:

License Assigned: 
CC Attribution-ShareAlike License CC-BY-SA

Background vs. Scholarly - What's the Difference?

This activity is designed to help students understand the difference between background sources and scholarly sources. Students will read a quick overview of the key differences between these source types, and then they will be asked to classify five sample sources. For each source, they will make an initial judgment based on a screenshot and then take a closer look at the full source to see if their gut instinct was correct. Correct answers and explanations are provided for each source.This activity is suitable for in-person, synchronous online, and asynchronous online instruction. It is self-paced and takes most students between 10 and 15 minutes to complete. The activity is hosted on Microsoft Sway, and it can be completed on a computer, tablet, phone, or any device with an internet connection.

Resource Type(s):

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

Understanding and Critiquing the Peer Review Process

Goal: The primary goal of the activity or assignment is for students to develop an increased understanding of the peer review process and how it is connected to the authority or credibility of different information sources. Students will also be encouraged to consider some of the criticisms that have been raised about the process and consider alternatives for determining authoritative sources within a field or discipline.Learning Outcomes:Explain the basic process of scholarly peer reviewExplore how the peer review process is used to identify or establish authoritative or credible works within a fieldCritically examine the peer review process, considering it in connection with issues such as access and bias

Resource Type(s):

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

Authority is Constructed and Contextual Infographic

This resource provides an overview of the concept Authority is Constructed and Contextual from the Framework for Information Literacy for Higher Education. A brief overview of the concept is provided and several of the related knowledge practices and dispositions are highlighted. 

Information Literacy Frame(s) Addressed:

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

Identifying Research Questions in a Discipline

The purpose of this activity is to help students identify the types of research questions that scholars in their field are investigating in preparation for developing their own research questions. As a class, students will review multiple scholarly articles related to a topic or question, identify the research question or questions, and then discuss the characteristics of research questions that are found in the field. 

Resource Type(s):

Information Literacy Frame(s) Addressed:

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

Multiple Format Research or Inquiry-Based Assignment

In this assignment, students will consider how the format of the information product can impact what they are able to convey related to a topic and how their information may be received and valued. Students will investigate a topic or question and share their response in multiple formats. Formats could range from a more traditional research paper or poster to blogs, infographic, video, or even a series of Tweets. Students will be required to consider how the format(s) they have selected might impact what they can or should share and how their message may be received.

Resource Type(s):

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

Identifying Common Source Types in a Discipline

This activity is intended to help students understand the types of sources that are most commonly cited in research in a specific discipline or field. Students will review the citations from multiple relevant journal articles to identify the types of sources that are often cited. They will also be encouraged to consider why certain types of sources may be more cited than others, and what may be missing by relying primarily on certain types of sources. In addition, students will get practice in identifying the appropriate citation format for different types of sources.

Resource Type(s):

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

Reflective Teaching Form

This Google Form can be used for you to track information about your instruction in one-shot and embedded information literacy sessions.  Reflecting upon your current instruction is a critical step in becoming a more effective information literacy instructor.  This form will allow you to track class information (e.g. professor, number of students, date of instruction, length of instruction), general feedback on the session (e.g. what worked well, what could have gone better), lesson planning details (e.g. which ACRL Frames were incorporated, what tools were used for assessment, when assessment was implemented), and findings from your assessment.  You can generate a Google Sheet to view all your entries, returning to past entries and reflections when you teach similar content or classes in the future to remember what aspects worked well and what you might want to change to have a more successful session.To use this form, create a copy to your Google Drive, which will allow you to tweak, add, or remove questions so that you can tailor the form for your own reflections on your teaching practice.  

Resource Type(s):

Information Literacy Frame(s) Addressed:

Discipline(s): 
Not Discipline Specific
License Assigned: 
CC Attribution License CC-BY

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