Activity

Scholarly Article Autopsy

This lesson is intended as a single session within a major’s research methods course. Rather than using a shorter “scholarly vs. non-scholarly” comparison worksheet, this activity asks students to work in groups to systematically examine a scholarly article in depth, identify and evaluate its various components visually and in writing, and then compare it to a non-scholarly article on the same topic. Groups then report back to the entire class. Discussion is guided so as to touch on the processes by which sources are created, what these methods say about their authority, and to consider contextually appropriate uses for them. Although the activity was developed for students taking two social science majors' research methods courses (SOC 323 and ANTH 305), it could be adapted to any setting that lends itself to in-depth examination of information creation processes, the construction of authority, and the contextual appropriateness of sources.
Discipline(s): 
Not Discipline Specific

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License Assigned: 
All Rights Reserved

Exploring Expertise

The assignment prompt and description, Exploring Expertise, is attached. It is a writing prompt for a short assignment. The prompt can be adapted to fit different non-writing performance tasks, however, including discussion or in-class individual/ small group activities. Students are provided a scenario wherein they must research the names of experts quoted in different online news articles (topic: prescription drug abuse). They must show that they have researched the "expert." Learning Outcome - Explore a source of information in order to determine the validity and credibility of their claims on a particular topic  

Resource Type(s):

Information Literacy Frame(s) Addressed:

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

Information Literacy Framework Exercise

This matrix was developed as a result of conversations with the writing department faculty, FYS coordinator, and general education committee.  I condensed the language of the Framework as well as the learner/dispositions, and led the workshop with faculty and librarians on how to begin to look at their specific courses as well as across the program on how they might incorporate the FW at each level, for each course, and drill down to the classroom instruction, partnering with the librarian on activities, assessment, and outcomes. More work and a journal publication about this process and method TBD. Please contact me (rhondahuisman@gmail.com) or PM on Twitter if you have questions, discussion, etc.Pilot exercise presented at Marian University Faculty Con (May, 2017)

Information Literacy Frame(s) Addressed:

Discipline(s): 
Not Discipline Specific
License Assigned: 
All Rights Reserved

Evaluating Claims - Pseudoscience and Conspiracy Theories

For a performance task/ assignment, students will be expected to find evidence to investigate a pseudoscientific claim or conspiracy theory. They will be submitting a two-page paper to their Chemistry professor in which they make a case that either supports the claim or rejects it. They will be expected to use both library and credible online sources for support. The performance task will follow a full 75-minute library instruction session in which students will learn to:construct various search phrases for use in online and library search tools  use certain evaluation criteria (e.g. CRAAP) to assess the credibility of online sources  examine sources for relevance to their research question and search need (specifically, to determine credibility of claims)Throughout the class, an example claim will be used for searches. Either one of the following is recommended:Feng Shui – or the arrangement of furniture according to Chinese philosophy – can positively or negatively impact your wealth, health, happiness, and prosperity.President John F. Kennedy was not assassinated by Lee Harvey Oswald – or his assassination is the result of a conspiracy of various entities and agents. Materials included:The full sequenced instruction outline for the face-to-face library instruction session. The assignment prompt for the performance task. CRAAP handout. 

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Discipline(s): 
Interdisciplinary
License Assigned: 
CC Attribution License CC-BY

Critical Thinking in Action: Sustainability

Students will be exposed to various entry points of a sustainability topic in various formats.This lesson is to serve as an introduction to different types of sources that can be used to learn about and research topics - including multimedia sources, Internet, and scholarly articles - and the attributes of different kinds of sources. They will take notes as they hear/read the sources using Elements of Thought (based on Paul-Elder's critical thinking model) and reflect in small groups to evaluate the credibility of the sources and what next steps they will take to further research. This is a face-to-face, in-class activity. The duration of the in-class activities for this lesson is approximately 60-75 minutes. Length and difficulty of content should be considered when selecting the examples.It is highly adaptable for content and theme although it was designed, originally, for a faculty member whose first-year composition class is themed around sustainability. Instructor will select various source types to explore a single topic. Possible sustainability-themed examples include: food deserts, clean water in the US, bee colony collapse, etc.Source types should include:One short-form video product (I.e. TED Talk, video essay, documentary clip, recorded speech, or other topical video informational product)One published essay, opinion editorial, or commentaryOne informative (unbiased) article or reference entry.

Resource Type(s):

Discipline(s): 
InterdisciplinaryOther
License Assigned: 
CC Attribution License CC-BY

Evaluating Internet Sources: Designated Skeptics

This is a short, engaging activity suitable for learners of all levels. In it, students evaluate web sources that are provided by an instructor using the acronym CRAAP (currency, relevance, accuracy, authority, and purpose). Students work together in groups and explore evaluation processes aloud, with guidance from the CRAAP cards and the instructor. This is an adaptation of various evaluating sources activities available in LIS literature and professional resources. This activity is ideally implemented as a kind of collaborative game moderated by the instructor. It is highly adaptable.Students are grouped into 5 groups - one for each criterion of CRAAP. Each group will receive a CRAAP card or 3x5 index card/ handout/ other with evaluation questions pertaining to Currency, Relevance, Accuracy, Authority, and Purpose – different for each table. These are the "designated skeptics" of their criterion. They set out as skeptics and they are explicitly challenged to be challenging, and the rest of the class is directed to challenge them as well with probing open-ended questions. A source will be shared with the class on the projector. These sources will include scholarly articles, websites (blogs and orgs), and reference entries. It is essential that the instructor select sources that are relevant to their students (either by course, subject, or level) and that would be likely results on a student Internet search for a research topic/ question.Each group will evaluate the source aloud on the single criterion they’ve been assigned. If it “passes,” then the source gets asked the next question. If it “fails,” the source is dismissed. The criterion can be called out in order - that is, according to CRAAP - but they can also be called out randomly to be evaluated. This activity can be repeated with various websites or web sources.

Resource Type(s):

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

Evaluating Internet Sources: Climate Change

Following a face-to-face library instruction session, students are assigned a short paper in which they select two [web] sources from a list and evaluate them using specific criteria (i.e. currency, relevance, authority, accuracy, and purpose). A real-life scenario is presented and real sources are provided from the first pages of Google search results. Learning OutcomesStudents will construct various search phrases for use in online search toolsStudents will use certain evaluation criteria (e.g. CRAAP) to assess the credibility of online sourcesStudents will examine sources for relevance to their research question and search need (specifically, to determine credibility of claims)Materials include: Full lesson - description, sequenced instruction (i.e. outline), and performance taskAssignment Assignment with suggested answer keyRubric CRAAP handout 

Resource Type(s):

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

"Pin the Source on the Spectrum": Fake News is on a Continuum

This hands-on activity was piloted as part of a teach-in on fake news at Purchase College, SUNY. To convey the idea that “fake news” exists on a continuum, we did a pin-the-tail-on-the-donkey activity using a blank version of Vanessa Otero’s Media Bias chart. The chart is a useful tool for showing the nuances between nonfactual, biased, and inflammatory news sources. Participants are asked to research a news media organization and decide where to place it on the chart, then compare their choices to Otero's original infographic. Two groups can also compare their choices to each other. The ensuing discussion fits nicely with the ACRL Threshold Concept: “Authority is constructed and contextual” and can relate to "Research as Inquiry" or "Information as Value" as well, if economic factors related to the press and clickbait websites are discussed. The concept of a source being on a spectrum of “complex vs. clickbait” adds an additional layer of complexity for students who are used to focusing on binaries such as: liberal vs. conservative or “trustworthy vs. fake.” The details of how to implement this activity as well as copies of Otero's chart are attached. (P.S. An updated version of the chart was created in Fall 2017 adding more nuance along the "complexity" axis and removing some of the "PG-13" or "sassy" language. See attached PDFs).
Discipline(s): 
InterdisciplinaryOther
License Assigned: 
CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA

Inform Your Thinking: Search Smarter

The Inform Your Thinking video series introduces students to the frames of the ACRL Framework in an easy-to-understand manner by using conversational tone, approachable peer hosts, relatable comparisons, and eye-catching graphics. This video introduces students to the Searching as Strategic Exploration frame by pushing students to think about their information need and the scope of their search. Students will examine parameters for when and where to perform searches, as well as how they should formulate and refine their search terms.

Information Literacy Frame(s) Addressed:

Discipline(s): 
Multidisciplinary
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

Inform Your Thinking: How Is Your Information Created?

The Inform Your Thinking video series introduces students to the frames of the ACRL Framework in an easy-to-understand manner by using conversational tone, approachable peer hosts, relatable comparisons, and eye-catching graphics. This video introduces students to the Information Creation as a Process frame by examining how the process for creating information impacts the way information is shared and packaged. Students will decide when to use each type of information depending on creation process, as well as recognize the need to verify their sources. 

Information Literacy Frame(s) Addressed:

Discipline(s): 
Multidisciplinary
License Assigned: 
CC Attribution-NonCommercial License CC-BY-NC

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