University

Evaluating, Summarizing, Annotating, Citing, and Synthesizing

This exercise offers students a list of curated links that they will use to complete an assigned project on green roofs.  Students must evaluate, summarize, annotate, cite, and synthezize the materials in a completed document containing an ultimate recommendation for a course of action. Requires EBSCO access.

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CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

Evidence-Based Practice

The Evidenced-Based Practice lesson is mapped to the Research as Inquiry Frame and addresses how to match a clinical question to types of research evidence.

Information Literacy Frame(s) Addressed:

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CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

ACRL Framework for Information Literacy for Higher Education helps prepare under represented students for college success

This program targets students who have been identified as individuals who would benefit from enrichment and academic and social preparation for success in a university setting. The library offers a six-week, one-credit course through the Africana Studies and Latino Studies programs entitled “Research Strategies”. This course introduces students to skills needed to successfully perform academic research in a university library, focusing primarily on the ACRL Frames regarding authority, value, inquiry and strategic exploration of information
Discipline(s): 
Ethnic Studies
License Assigned: 
CC Attribution License CC-BY

Information Literacy in the Escape Room

Need to add an active learning exercise in your info lit workshop? Consider designing an escape room where students work in teams and compete against other while self-teaching how to conduct research. 

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Discipline(s): 
Not Discipline Specific
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All Rights Reserved

Why is Metacognition Important to Information Literacy?

Four short screencasts under 90 seconds about the role of metacognition in information literacy instruction.

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Information Literacy Frame(s) Addressed:

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All Rights Reserved

Revisiting Metacogntion and Metaliteracy in the ACRL Framework

In the early drafts of the Information Literacy Framework for Higher Education, metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students’ roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the Framework and thus diminished the document’s usefulness as a teaching tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these concepts are critical to information literacy today, and that the language of these concepts should be revisited in the language of the Framework. Certainly metacognition and metaliteracy should be included in pedagogical strategies submitted to the newly launched ACRL Framework for Information Literacy Sandbox.

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Information Literacy Frame(s) Addressed:

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All Rights Reserved

The Gossip Activity

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.

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Information Literacy Frame(s) Addressed:

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

Alien Babies and Angelina Jolie: Evaluating Sources Using Tabloids with a Taste of News Literacy

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.

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Information Literacy Frame(s) Addressed:

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

EDU 100/300 - Contexts of Education

EDU 100 / 300: Contexts of Education is a required course in the undergraduate Education program at the University of Alberta; EDU 300 is for after degree students. Students submit a research paper (library assignment) related to a current educational issue in Canada. For this assignment they need to locate at least four different sources: two sources must be articles from peer-reviewed academic journals, the remaining two sources may include additional peer-reviewed articles, books, book chapters, professional education-related journals (trade journals), newspaper articles, videos, etc. The original lesson plan was designed by Debbie Feisst and was taught with some modifications by various librarians at the H.T. Coutts Education Library.  Although emphasis is on the following two frames: Authority is Constructed and Contextual, Information Creation as a process, a mapping document has been included to illustrate where other frames are addressed throughout the lesson.

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Discipline(s): 
Education

Type of Institution:

License Assigned: 
CC Attribution-ShareAlike License CC-BY-SA

ISTC 301/501: Integrating Instructional Technology

As part of a collaboration with Claire Holmes and Lisa Sweeney at Towson University's Albert S. Cook Library, I infused our lesson plan for ISTC 301/501 with ACRL Framework Concepts. The original lesson plan was conceived of by Holmes and Sweeney as a way to integreate information literacy instruction concepts for teachers into ISTC 301 and SPED 413 in our College of Education. The attached slides illustrate one way to include information literacy instruction, the ACRL Framework, and teaching standards in college-level instruction. The aim for this lesson plan was to encourage College of Education students to include information literacy instruction in their lesson plans at the k-12 level so that students matriculating from their schools would be familiar with these crucial theories before arriving in higher education or the workplace.The lesson was structured as follows:Introduce digital citizenship and information literacy conceptsModel lesson planning using library resourcesCreate lesson plans using Common Core State StandardsStudents were encouraged to reflect on their own experiences as researchers, apply their learned research skills to their k-12 classrooms, use library resources to enhance their lesson plan creation, create a lesson plan in smaller groups to share with the classroom, incorporate lexile levels from multiple grade levels, and use open-source lesson plan materials focused on information literacy.Discussions about "Scholarship as a Conversation" and "Searching as Strategic Exploration" were included to highlight the importance of authority and of using sources from a variety of locations. 

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Discipline(s): 
Education

Type of Institution:

License Assigned: 
CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

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