In 2019, University of Minnesota Duluth librarians developed Framework-inspired essential questions to define our pedagogical agenda. Wiggins and McTighe define essential questions as “provocative questions that foster inquiry, understanding, and transfer of learning.” These questions reveal our information literacy priorities, inform instructional design, and facilitate ongoing engagement with key ideas.

This is a Power Point presentation that goes with a chapter on how to address fake science news through the use of framing. 

This resource is designed to accompany "Chapter 23:  Faculty Conversations:  Bringing the Next Level of “Fake News” Library Instruction into the Classroom" from the ACRL book Teaching About Fake News: Lesson Plans for Different Disciplines and Audiences. Description:  The librarian will lead the faculty member(s) through a conversation/discussion that will identify and prioritize the critical thinking skills necessary to evaluate fake news in a library instruction session.  During the conversation, the librarian will advocate for the librarian’s role as an educator in this kind of instruction.

Upon studying the mixed history between photographic documentation and photographic reality, students will create their own meme.

Slide deck for chapter "Establishing the Fake News-Pseudoscience Connection in a Workshop for Graduate Students" 

For our classes on mis/disinformation, we chose to focus on having students analyze memes that present some sort of “factual” information. So, think memes with text on them that purport to give information to the reader. We do our best to choose memes that are not political in any way. We have students first look critically at the meme to suss out the elements of authority, motivation, content, potential for fact-checking, and more. What follows is a breakdown of our assignment.

Canvas module covering how to conduct business research. Designed for undergrads to complete over a full semester. 

This document provides directions and information needed to complete a curriculum map for the Political Science Department at the University of North Texas. Other subject librarians may use this document to guide their own curriculum mapping projects.

This exploratory study aims to improve librarian support for undergraduate users as they find, access, evaluate, and appropriately use primary source materials in their research. By approaching object-based information literacy instruction via the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education (Framework), this project will promote use of academic library special collections and archives in ways that reinforce the theoretical approach espoused by that document. Primary source evaluations collected before and after one semester of Framework-based instruction indicate that the concepts identified therein are relevant to and support learning with primary sources.

The infographic was originally developed for a management class. It is updated and revised to be applicable to other disciplines as well. The university logo was deleted for use by other campus.A video was made to explain the 4-step source assessment.