Activity

This workshop is one of three in the Privacy Workshop Series at Penn State Berks.  Our series focuses on privacy issues for students in the past, present, and future.  Digital Shred deals with evaluating and shredding past digital behaviors, the Privacy Workshop focuses on privacy practices/concerns in the current moment, and Digital Leadership speaks to future implications of digital practices.In the Digital Shred Workshop, students will be able to:Reflect on and describe their digital privacy priorities in order to articulate the benefits and risks of their digital dossierApply a growth mindset to critically examine their current data exhaust // digital footprint and recognize when change is neededDevelop a Personal Data Integrity Plan that makes routine the process of auditing and updating their digital dossier in alignment with their privacy valuesDescribe “digital shred” and its importance. 
Contributor: Alexandria Chisholm
Information Literacy Frame(s) Addressed: Information Has Value
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This lesson is designed to orient teacher education students to the library spaces and resources that support the development of multiple literacies by using a gamified tour through a series of stations throughout the library. Exploration stations are focused on themes of Indigenous perspectives and critical literacy, differentiated reading materials, leisure reading, coding and computational thinking resources, and “making” stories through unplugged STEAM activities. At each station, students engage with the resources through conversation, play, and decision-making. Students will gain an appreciation for the breadth of library resources to support the development of multiple literacies, and begin to critically appraise teaching and learning resources for the classroom. The Unlock Library Literacy workshop models a gamified approach to learning design. Students gather in small groups and engage in a self-guided exploration of stations throughout the library, with librarians available to facilitate and answer questions. An online survey platform is used to randomly move students from one station to the next, and states the tasks students must perform at each location. After completing each exploration station, students will receive a clue. After completing all required stations, students will have the code for a combination lock that they can use to unlock a box and get a prize.  
Contributor: Wendy Traas
Resource Type(s): ActivityLesson Plan
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
Deciding who to vote for can be hard. On top of that, finding information about local elections can sometimes be difficult, as can be figuring out if you agree with a candidate on an issue that you don’t know too much about. This activity engages students in the civic process and in research. Students will use internet searching to find information about candidates, and database searching to find information out about an issue. 
Contributor: Faith Rusk
Resource Type(s): ActivityWorksheet
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution License CC-BY
In this activity, students work in groups to craft a response to a presidential tweet from an assigned perspective (e.g. right or left leaning news source). In doing so, they are required to find, evaluate, and effectively use information to make a case. Unlike a research paper, which aspires to be neutral or unbiased, this activity asks students to respond to a tweet from a particular perspective, with a particular bias, requiring them to engage with their sources in a new way. The activity is followed by a discussion of students' interactions with the information they found and presented. 
Contributor: Faith Rusk
Resource Type(s): ActivityAssignment Prompt
License Assigned: CC Attribution License CC-BY
This lesson plan uses Kevin Seeber's process cards and our newly created set of process cards that focus on news sources.  In the activities using the process cards, our students were able to define and contextualize different types of information resources, including news sources.  The tranfer and apply assessment used to close the session provides an opportunity for the students to think about how they would integrate these types of information into coursework, the workplace, and their personal lives.
Contributor: Susan Miller
Discipline(s): Multidisciplinary
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This is a lesson plan that centers around a 30-minute activity that gets students thinking and talking about the primary sources they create as they go about their daily lives, in order to prepare them to understand and contextualize the primary sources they encounter in historical research. They will also learn skills that can be transferred to future archival research. This works well as part I of a two-part interaction with classes. Typically, I go to their classroom for this lesson, meeting the students in a room in which they feel comfortable. They then come to the library several weeks later for a research-intensive workshop.
Contributor: Claire Lobdell
Resource Type(s): ActivityLesson Plan
Information Literacy Frame(s) Addressed: Information Creation as Process
License Assigned: CC Attribution License CC-BY
This is a participatory, variable lesson frame ready for you to modify to suit your instruction needs. This lesson and it's variations focuses on encouraging students to see themselves as information creators and part of the scholarly conversation and can also variously include conversations about about the scholarly information cycle and/or authority depending on instruction constraints and configuration.Start with StudentScholarLessonPlan.pdf below.
Contributor: Anaya Jones
Resource Type(s): ActivityLesson Plan
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
Studying music in an online setting requires that students and instructors leverage digital resources and participatory technologies with understanding and intentionality. Meta-literacy, a framework promoting critical thinking and collaboration, is an inclusive approach to understanding the complexities of information use, production, and sharing in a digital environment. This chapter explores the implications of meta-literacy for the online music classroom and identifies ways in which the librarian and music instructor can collaborate to promote student self-reflection on the use, creation, and understanding of musical information or content.  
Contributor: Rachel Scott
License Assigned: All Rights Reserved
Librarians are frequently asked to “teach” several databases in a 1-shot session, despite findings suggesting that such database demonstrations do not lead to optimal student outcomes. The ACRL Framework for Information Literacy for Higher Education highlights the concepts of metaliteracy and metacognition. This paper investigates ways in which I leveraged both of these concepts to reconcile my pedagogical ideals with an attempt to honor a faculty member’s request. By demonstrating question posing and making my own metacognitive processes transparent to students, I found that I could honor a faculty request for specific database demonstration while helping learners comprehend and see beyond the constructs of platform and format.
Contributor: Rachel Scott
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): MultidisciplinaryMusic
License Assigned: CC Attribution-NonCommercial-NoDerivs License CC-BY-NC-ND

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