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.  

These are the slides for the learning activity in the book chapter, "Teaching Undergraduates to Collate and Evaluate News Sources with Altmetrics" from the book Teaching About Fake News: Lesson Plans for Different Disciplines and Audiences. These slides include goals, definitions of original research, the scholarly conversation, altmetrics; and an in-class activity. 

The purpose of this activity is to recognize how a quote can be taken out of context in subtle (and overt) ways. The goal is to locate a quote within a news article and trace it through multiple layers of context to discover how journalists’ interpretations of quotes impact our understanding of actual events and news.

Powerpoint to accompany social media influencer/business information literacy activity, exploring roles and responsibilities of consumers and content creators, debates regarding influencer marketing tactics and misleading advertisements, and ways to distinguish sponsored content. Created by Mia Wells and Laureen Cantwell. Accompanies chapter "Bad Influence: Disinformation and Ethical Considerations of Influencer Marketing Campaigns on Social Media Platforms," from the book Teaching About Fake News: Lesson Plans for Different Disciplines and Audiences (Eds.: Benjes-Small, C. M., Wittig, C., & Oberlies, M. K.; 2021; ACRL).

Powerpoint to accompany science information literacy activity following a news article back to a research article.  Created by Megan Carlton and Lea Leininger.  Accompanies chapter How the scientific method invalidates ‘fake news.’ From the book Teaching About Fake News: Lesson Plans for Different Disciplines and Audiences. Benjes-Small, C. M., Wittig, C., & Oberlies, M. K. (Eds.). (2021): https://uncg.on.worldcat.org/v2/oclc/1262768350

This worksheet accompanies the science information literacy activity "A new study says..."  by Megan Carlton and Lea Leininger.  The worksheet was created by Megan Carlton using Canva and exported as a pdf.

By the end of the #ForYou: Algorithms & the Attention Economy workshop, students will be able to:describe recommender system algorithms in order to examine how they shape individuals' online experiences through personalizationanalyze their online behaviors and subsequent ad profiles in order to reflect on how they influence how individuals encounter, perceive, & evaluate information, leading to echo chambers & political polarizationassess how their data is used to personalize their online experience in order to build algorithmic awareness & make informed, intentional choices about their information consumption**This is a standalone workshop but also scaffolds from the Penn State Berks Privacy Workshop which gives students some foundational understanding of personal data collection practices.

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.

Slides from a lesson plan focused on developing curiosity and formulating questions. Students complete a curiosity self-assessment developed by librarians at Oregon State University, discuss what curiosity looks like in their academic and personal lives, and practice developing questions about essays they've read in class using the Question Formulation Technique. The lesson was inspired by this article: Rempel, Hannah Gascho, and Anne-Marie Deitering. "Sparking-curiosity—Librarians’ role in encouraging exploration." In the Library with the Lead Pipe (2017). 

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