This handout on business resources was designed in collaboration with the Ciocca Center for Entrepreneurship & Innovation. Although the quips aren't exactly witty, the aim of each remark is to answer the simple question: Why would I use this resource anyway? Even though the handout is created with a specific audience in mind, the quips could be used to highlight any of these resources, anywhere information is needed.

This learning module will help students find and critically evaluate online sources for class discussions and assignments and form unbiased judgments and decisions. What is it?A five-part series learning module that takes 1.5 - 2 hrs. to completeA 4-step strategy for evaluating online sources with hands-on exercises and an infographic guideHow will it help students succeed?Develop critical source evaluation strategies.Learn to read laterally, to evaluate and track evidenceCultivate metacognitive skills and reflective practiceBuild confidence in navigating complex online information environments.Access to the Learning Module via the Google Site Link below.Please contact us if you are interested in accessing the transcripts and/or exercises & answer keys.

Comprehensive strategies on finding statistics and data.

These slides are designed to accompany Chapter 16: "Sound Science or Fake News?: Evaluating and Interpreting Scientific Sources Using the ACRL Framework" by Anna Mary Williford and Charlotte Ford, from the ACRL book Teaching About Fake News: Lesson Plans for Different Disciplines and Audiences.

Academic research articles have a structure and language that is different from our other reading materials such as textbooks. This lesson can help students new to academic research understand these differences and learn strategies for finding information in such articles.

A slide presentation to accompany the learning activity from the chapter "Senior Citizens, Digital Citizens: Improving Information Consumption in Older Adults" in Teaching about Fake News: Lesson Plans for Different Disciplines and Audiences. This lesson demonstrates some of the most common types of misinformation senior citizens may encounter using social media and evaluation techniques to prevent sharing with others. 

These materials were created to complement the "Bot or Not?" learning activity described in "Chapter 12: Fact-Checking Viral Trends for News Writers," in Teaching About Fake News: Lesson Plans for Different Disciplines and Audiences (2021). Students are to divide into groups, take a tweet provided by the instructor (samples are included in the link), and use evaluative methods introduced in the session to determine the veracity and newsworthiness of both the Twitter account and the tweet itself.

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

This PowerPoint and associated learning activity accompany "Chapter 20: Mediated Lives: A Cultural Studies Perspective to Discussing “Fake-News” with First-Year College Students" in Teaching About Fake News: Lesson Plans for Diverse Disciplines and Audiences (2021).  In this lesson, students learn about mediation, fake news, and how internet content is catered to specific demographics of social media users.  In the activity to follow, students create their own clickbait headlines for multiple imagined audiences. 

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.