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

Many students in higher education, even in graduate school, begin as outsiders when they encounter disciplines related to their courses.  Their professors are the experts.  They are not.  The terminology, literature, and even cultures of these disciplines form barriers to participation.  Disciplinary enculturation is the process by which students become active participants within disciplines rather than outsiders trying to look over disciplinary walls.Disciplines need to be seen as "communities of practice"* rather than as repositories of knowledge.  As such, they have an agreed upon knowledge base (with variants), a culture (with variants), and a methodology (with variants).  Three terms label these elements of communities of practice: epistemology, metanarrative, and method. Disciplinary analysis is a first step for students entering into disciplinary communities as participants.  Beginning students must ask key questions that compel a discipline to explain itself, thus providing a path to enculturation.This is a guide to the theory and practice of disciplinary enculturation

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.

These slides accompany the book chapter “Revelatory Reading: Understanding, Critiquing and Unveiling Religious News Stories” from Teaching About Fake News published by ACRL.

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.

These slides are designed to accompany "Countering Fake News with Collaborative Learning: Engaging Writing Center Tutors in Information Literacy Instruction, a chapter in the ACRL book Teaching About Fake News. 

This assignment or activity is intended to help students learn how to trace the scholarly conversation on a topic, using references and cited by tools to find previous and more recent works related to a specific source.

In this lesson, we will describe efficient ways to read and understand journal articles and how to find exactly the information you need.

In this lesson, we will look at the peer-review process, and learn ways to identify peer-reviewed materials.

Looking to vary the ways in which you cite your sources? Here are several ideas for integrating citations with sophistication and efficiency!Now that you've done your research, it's time to cite your sources. We sampled several academic papers to show you a variety of ways you can integrate your sources into your own writing. In these examples, we followed the APA style guidelines. Use these strategies to diversify your writing and show your readers how your sources contributed to your work!