College

ACRL Framework rubrics

The three rubrics here were designed for an introductory course for English majors, but the ways in which the ACRL Framework is used could be replicated for any discipline and could be extended to program assessment.  Each rubric addresses one ARCL Frame.  The ACRL "dispositions" are treated as desired learning outcomes; the ACRL "knowledge practices" play the role of descriptors.  The rubric is intended to be used not simply on a student-produced project or activity, but on a project and a structured student reflection taken together.
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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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Exploring Expertise

The assignment prompt and description, Exploring Expertise, is attached. It is a writing prompt for a short assignment. The prompt can be adapted to fit different non-writing performance tasks, however, including discussion or in-class individual/ small group activities. Students are provided a scenario wherein they must research the names of experts quoted in different online news articles (topic: prescription drug abuse). They must show that they have researched the "expert." Learning Outcome - Explore a source of information in order to determine the validity and credibility of their claims on a particular topic  

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Information Literacy Frame(s) Addressed:

Discipline(s): 
Not Discipline Specific
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Information Literacy Framework Exercise

This matrix was developed as a result of conversations with the writing department faculty, FYS coordinator, and general education committee.  I condensed the language of the Framework as well as the learner/dispositions, and led the workshop with faculty and librarians on how to begin to look at their specific courses as well as across the program on how they might incorporate the FW at each level, for each course, and drill down to the classroom instruction, partnering with the librarian on activities, assessment, and outcomes. More work and a journal publication about this process and method TBD. Please contact me (rhondahuisman@gmail.com) or PM on Twitter if you have questions, discussion, etc.Pilot exercise presented at Marian University Faculty Con (May, 2017)

Information Literacy Frame(s) Addressed:

Discipline(s): 
Not Discipline Specific
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How Information Works: ACRL Framework for Information Literacy in Lay Language

I wrote "How Information Works:ACRL Framework for Information Literacy in Lay Language" for a faculty workshop we held at Ohio University called, "Reimagining the Research Assignment."  Later, the Learner-Centered Teaching team took the "Actions" and/or "Attitudes" from that restatement and wrote "Gateway Scales:" almost-rubrics for each frame.  Our intention here is to greatly simplify the language so faculty can more easily understand our purpose. I have linked to our page, where several versions can be accessed: simple (b/w), color handout, long color version with attitudes and actions from novice to expert.  I have also uploaded PDFs of both documents.
Discipline(s): 
Not Discipline Specific
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CC Attribution-NonCommercial License CC-BY-NC

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
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CC Attribution License CC-BY

Critical Thinking in Action: Sustainability

Students will be exposed to various entry points of a sustainability topic in various formats.This lesson is to serve as an introduction to different types of sources that can be used to learn about and research topics - including multimedia sources, Internet, and scholarly articles - and the attributes of different kinds of sources. They will take notes as they hear/read the sources using Elements of Thought (based on Paul-Elder's critical thinking model) and reflect in small groups to evaluate the credibility of the sources and what next steps they will take to further research. This is a face-to-face, in-class activity. The duration of the in-class activities for this lesson is approximately 60-75 minutes. Length and difficulty of content should be considered when selecting the examples.It is highly adaptable for content and theme although it was designed, originally, for a faculty member whose first-year composition class is themed around sustainability. Instructor will select various source types to explore a single topic. Possible sustainability-themed examples include: food deserts, clean water in the US, bee colony collapse, etc.Source types should include:One short-form video product (I.e. TED Talk, video essay, documentary clip, recorded speech, or other topical video informational product)One published essay, opinion editorial, or commentaryOne informative (unbiased) article or reference entry.

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Discipline(s): 
InterdisciplinaryOther
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Evaluating Internet Sources: Designated Skeptics

This is a short, engaging activity suitable for learners of all levels. In it, students evaluate web sources that are provided by an instructor using the acronym CRAAP (currency, relevance, accuracy, authority, and purpose). Students work together in groups and explore evaluation processes aloud, with guidance from the CRAAP cards and the instructor. This is an adaptation of various evaluating sources activities available in LIS literature and professional resources. This activity is ideally implemented as a kind of collaborative game moderated by the instructor. It is highly adaptable.Students are grouped into 5 groups - one for each criterion of CRAAP. Each group will receive a CRAAP card or 3x5 index card/ handout/ other with evaluation questions pertaining to Currency, Relevance, Accuracy, Authority, and Purpose – different for each table. These are the "designated skeptics" of their criterion. They set out as skeptics and they are explicitly challenged to be challenging, and the rest of the class is directed to challenge them as well with probing open-ended questions. A source will be shared with the class on the projector. These sources will include scholarly articles, websites (blogs and orgs), and reference entries. It is essential that the instructor select sources that are relevant to their students (either by course, subject, or level) and that would be likely results on a student Internet search for a research topic/ question.Each group will evaluate the source aloud on the single criterion they’ve been assigned. If it “passes,” then the source gets asked the next question. If it “fails,” the source is dismissed. The criterion can be called out in order - that is, according to CRAAP - but they can also be called out randomly to be evaluated. This activity can be repeated with various websites or web sources.

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

Evaluating Internet Sources: Climate Change

Following a face-to-face library instruction session, students are assigned a short paper in which they select two [web] sources from a list and evaluate them using specific criteria (i.e. currency, relevance, authority, accuracy, and purpose). A real-life scenario is presented and real sources are provided from the first pages of Google search results. Learning OutcomesStudents will construct various search phrases for use in online search toolsStudents will use certain evaluation criteria (e.g. CRAAP) to assess the credibility of online sourcesStudents will examine sources for relevance to their research question and search need (specifically, to determine credibility of claims)Materials include: Full lesson - description, sequenced instruction (i.e. outline), and performance taskAssignment Assignment with suggested answer keyRubric CRAAP handout 

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

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