This is a lively small-group activity suitable for intro-level classes in one or two-shot sessions, but easily adaptable for use with high schoolers. The goal of the activity is to demystify information evaluation and get students to generate their own criteria by which to evaluate the reliability of information and information sources. Students will also discuss the ways in which these criteria are contextual and may vary by situation.

The following activity is meant to demonstrate the concepts of authorship and authority to first year writing students. Students will use their prior knowledge and everyday experiences with subpar information to draw parallels between evaluating academic and popular sources.

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. 

A guide to helping student know how to use (or not to use!) the different kinds of information they may find.

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. 

This example of an article summary, as one might find in a literature review of annotated bibliography,  enumerates the steps to ethically and accurately complete a typical research task.

This exercise asks students to respond to two videos, sharing with their classmates what feelings and ideas the images and music evoke in them.  The first video is an ExxonMobil commercial and the other is a humorous critique of advertising stock footage.  Be warned that the critique does contain one mild swear word.

This libguide will help students distinguoish between primary, secondary, and tertiary sources. It includes examples and links to other libraries that provide clear instruction on the matter.

Because most research tasks are complex, they require more than one search strategy. Additionally, such tasks require students to organize and synthesize the results of those searchers into one cohesive document.  This handout intends to introduce students to that process.

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.