This workshop delivers an action-oriented introduction to personal data privacy for academic librarians and higher education professionals. The session is designed to reveal the professional and educational technology systems in place to collect and analyze online behavioral data, and to unveil the real-world consequences of online profiling in contexts like academic integrity surveillance, student surveillance, and public health (COVID-19). In lieu of a prescriptive approach, participants 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 participants’ autonomy and agency in personal technology use. Adapted from the student-facing Privacy Workshop.

These slides are designed to accompany Chapter 16: "Sound Science or Fake News?: Evaluating and Interpreting Scientific Sources Using the ACRL Framework" by Anna Mary Williford and Charlotte Ford, from the ACRL book Teaching About Fake News: Lesson Plans for Different Disciplines and Audiences.

A learning activity PowerPoint about appropriation or re-use of art history images to create memes, and how knowledge about the original artwork in context can provide a deeper understanding of the people and society that created the work.

Upon studying the mixed history between photographic documentation and photographic reality, students will create their own meme.

A toolkit with various instructional materials to teach media and news literacy. Includes an online activity "Fairness and Blanace" where students watch a short video on journalistic standards and answer discussion questions. Then, students can take one or both interactive tutorials on "Lateral Reading" with a focus on fact-checking and/or "Evaluating Information" based on an information need. Also includes a video on the "Anatomy of a News Website" with reflective questions and in-class assignment ideas for librarians or instructors. 

A step-by-step lesson plan for an activity that addresses three frameworks and produces an asset, the infographic, the student-creators can use again, if they wish. It alerts students to authoritative data from the U.S. Census bureau. It can be useful for a one-shot session in the IL101 classroom or a library workshop introduction to visual literacy and presentation of data.

Background: Students will be working in groups on a research paper about the environmental health impact of a natural disaster (e.g. Hurricane Katrina, Love Canal, 9/11 attacks and first responders, etc.). They must use at least 3 peer-reviewed sources, but their paper must also address the who, what, when, where, and why of the event. They are also asked to address environmental justice and discuss the long-term environmental consequences of the event.Learning Outcomes:After the session, students will be able to:Describe the information lifecycle around a natural disaster/eventUse advanced search strategies to find scholarly sources on a health problem/eventInformation Lifecycle Card Sort Activity Directions: In your group, analyze eight (8) sources about Hurricane Katrina and move the cards in a timeline to place them in chronological order.Then, include guidance and hands-on practice for finding reference sources for background, government sources, and research article to meet students' information needs.

This assignment or activity is intended to help students learn how to trace the scholarly conversation on a topic, using references and cited by tools to find previous and more recent works related to a specific source.

The goal of this activity is to help students start to develop a broader understanding of the value of information and their rights and responsibilities as information consumers and creators. Students complete a simple true/false activity that is intended to help identify any misconceptions or misunderstandings that they might have related to information. 

This activity was designed to help students understand some of the costs associated with creating and accessing information. Students will consider the cost of a "package" of information resources and participate in a discussion focused on the value of information resources.