Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?1) Faire une courte introduction engageante (15min.) 2) Identifier la minorité surmotivée et leur distribuer un parcours. 3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.How to get the few really motivated students involved? By asking them to fulfil « side-quests » learning activities in a structured itinerary : 1) Present a short but engaging initiation [sur quoi?] (15 min.) ;2) After identifying the motivated students, give them a formal checklist [pour quoi?];3) If needed, provide minimum mentoring and follow-upHere are two examples : 5-steps self-initiation on how to contribute to Wikipedia and 12-weeks program to start a blog on research topic.

The purpose of this activity is to inspire students to adopt structured methods when they explore and retrieve information. It is based on lab notebooking methods and on managing and documenting the flow of references in Zotero, a reference management software.The first principle is based on a tree of collections to manage the references arriving in the Zotero library. Some basic methods are suggested and the students are invited to create their own. The second principle is based on standalone notes to document all the research process through online database, libraries and experts.

This module is intended to address fundamental information literacy skills appropriate for students in the first two years of college. It is designed to be incorporated into any LMS for use in both online and face to face courses. The module is divided into five self-paced chapters that progress through the stages of a student research process. Each chapter should take roughly 30 minutes to complete, and covers two to three learning outcomes that lend themselves to early college student information literacy and align with the Framework for Information Literacy for Higher Education, adopted by the Association of College & Research Libraries (ACRL) in 2016.

An explanation of different kinds of authority that students might recognize in a piece of information accompanied by a list of articles about global warming that appeal to, invoke, or otherwise discuss these authorities.  Students should skim one or more of the articles, answer some questions about them, and discuss their ideas with their peers.

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.

Four short screencasts under 90 seconds about the role of metacognition in information literacy instruction.

This is a lively small-group activity suitable for intro-level classes in one or two-shot sessions, but easily adaptable for use with high schoolers. The goal of the activity is to demystify information evaluation and get students to generate their own criteria by which to evaluate the reliability of information and information sources. Students will also discuss the ways in which these criteria are contextual and may vary by situation.

A guide to helping student know how to use (or not to use!) the different kinds of information they may find.

This resource introduces students to rubrics for evaluating information, including SCARAB, CRAAP, and Reuters Source Guide. Furthermore, it provides a framework of questions to ask about a piece of information under consideration. 

This example of an article summary, as one might find in a literature review of annotated bibliography,  enumerates the steps to ethically and accurately complete a typical research task.