Although much of the classical music repertory is centuries old, musicians and musicologists participate in ongoing and lively conversations about the works. New insights on old works increasingly surface thanks to technological innovations: from data-rich digital humanities projects to casual online forums where media and text can be posted and discussed. The study and performance of a musical work--even more so than text-based disciplines--should be informed by a variety of sources in a wide array of formats. As the interplay between audience and performer becomes increasingly dynamic and the potential sources for study multiply, librarians can help students negotiate this sustained, multi-format discourse. Unlike other disciplines in which there may be an uncontested answer, a musical work is subject to interpretation in unique ways. “Scholarship as Conversation” provides a framework with which musicians might begin to navigate the many considerations of how to perform or understand a piece. In order to fully appreciate the lifecycle of the work, for example, once must synthesize a variety of contemporary and historical recordings, scholarly, manuscript, and performing scores, composer biography, and other contextual information. Academic librarians must partner with music faculty to offer instruction that specifically targets and assesses student understanding of the dialogic nature of music performance and study. By helping musicians understand the many voices engaged in this dialogue, such collaborations could make a meaningful impact on the musician’s stock-in-trade: her performance.

A classroom activity and lesson plan for first-year students. Your students will learn to differentiate between different categories of items -- such as Popular/Scholarly, or Primary/Secondary/Tertiary -- by playing this fun and easy game.

This workshop delivers an action-oriented introduction to personal data privacy designed for new college students. The session is designed to reveal the systems in place to collect and analyze online behavioral data, and to unveil the real-world consequences of online profiling in contexts like sentiment shaping, consumer preferences, employment, healthcare, personal finance, and law enforcement. In lieu of a prescriptive approach, students analyze case studies to observe how online behaviors impact real-world opportunities and reflect on the benefits and risks of technology use to develop purposeful online behaviors and habits that align with their individual values. Developing knowledge practices regarding privacy and the commodification of personal information and embodying the core library values of privacy and intellectual freedom, the workshop promotes a proactive rather than reactive approach and presents a spectrum of privacy preferences across a range of contexts in order to respect students’ autonomy and agency in personal technology use.

This Moodle-based course contains five, self-paced lessons and five graded quizzes that progress through the stages of the library research process. There are six, non-graded H5P practice/review activities.The files are linked below as the One Drive Zipped Course Files.To see the course as our guest:Go to http://moodle2.randolph.edu/ On the left side of the screen, select “Courses” Select "Student Resources"Select “Research 101” Select "Login as a guest" near the bottom of the screen Enter the Guest access "Password" (all lower case): rcclibrary Select "Submit"

This lesson plan prepares students to gather data using American FactFinder and can be adapted for use with Business and Social Science courses.

Developed for the University of Connecticut's "Research Now!" online curriculum. This activity is designed to provoke critical thinking about information sources throughout the research process. Students begin by recalling any prior knowledge of the subject, then consider what they would like to learn about it during their research. The activity then prompts them to consider how they will find information on their topic, and finally to describe what they have learned about it having completed their research.

A one-shot or seminar class on fake news tied to source evaluation. Examination of the factors at play in the creation of misinformation; insight into how to select sources; tools and strategies for evalutating content of stories, authors, and news outlets.

In this activity, students think metacognitively as they search to work out strategies for navigating the search process.  In the process, they use Google Docs to collaboratively produce a Search Tips sheet which the whole class can refer back to.  

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.

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.