The Types of Information lesson is mapped to the Information Creation as a Process Frame and introduces various types of information in relation to typical research questions. Characteristics of information are discussed including what criteria can be used to identify popular, professional, and scholarly materials.  

The Scholarly Conversations lesson is mapped to the Scholarship as Conversation Frame and introduces the concept of scholarly conversations developing over time, and how to follow a scholarly conversation.

The Access Matters lesson is mapped to the Information has Value Frame and introduces the concept of information access barriers and their consequences using the themes of Government, Research, and Well-Being.

The Ask the Right Questions lesson is mapped to the Research as Inquiry and Searching as Strategic Exploration Frames and helps students learn how to determine the scope of their investigations by creating an appropriate research question. This lesson introduces the first step in a research process and criteria used to refine a topic into an appropriate research question. To accomplish this, the lesson will:Define a research question and the difference between a topic and a research questionIntroduce the 5W criteria for refining an investigationDiscuss how questions are too broad, too narrow, or just right within a given context/investigation

The Value of Information lesson is mapped to the Information has Value Frame and introduces the concept of information, including personal information, as a commodity which carries value and has a cost. This lesson introduces new ways of assessing the value of information. To accomplish this we:Define information cost and valueGive an overview of the perceptions of the cost of informationExplore the different characteristics of value-added informationIdentify the value of information despite its costRecognize how the commercialization of information affects information received and produced

The Choosing Information paths lesson is mapped to the Information as Creation Process Frame and helps students learn to recognize that information may be perceived differently based on the format in which it is packaged. In this lesson, students identify various characteristics of information formats, and match information needs to the most appropriate digital format. Moreover, students observe the changes that occur to information as it is repackaged in different formats, and evaluate the results. In this lesson students will learn how to:Match information needs with the most useful digital formatName the properties of various digital formatsExplore the differences between content as delivered in different formats

Evaluating a political news story presented in social media.

Covering necessary information literacy topics in a traditional "one shot" session can be difficult. To address this challenge, a suite of interactive online modules were developed to provide active learning lessons on various information literacy topics. The modules can be used in fully online, flipped or face-to-face courses and can be integrated into a learning management system (LMS) so student knowledge and progress can be tracked and assessed. Developed using Articulate Storyline, the sources files are available as open source downloads under a GNU General Public License (GPLv3) from the Marquette University Libraries GitHub site. Please feel free to download and continue to enhance and improve these modules.

Discovery of resources related to a topic, or the beginning stages of determining a research question. Students can use this organizer to answer critical questions about searching for resources as well as share with peers in this process, seeking input in critical/essential questions, search terms,  or authors.Possible Learning Outcomes (Authority is Constructed and Contextual):Define different types of authority through research/literature review, based on societal position, subject expertise, or special experienceUse research tools and indicators of authority to determine the credibility of sources.

Designed for an upper-division petroleum engineering seminar, this lesson attempts to use the frame "Information has value" to illuminate the process of discovering and retrieving scholarly information.  The lesson was more successful when delivered to early-stage graduate students in the petroleum engineering department.