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This learning module will help students find and critically evaluate online sources for class discussions and assignments and form unbiased judgments and decisions. What is it?A five-part series learning module that takes 1.5 - 2 hrs. to completeA 4-step strategy for evaluating online sources with hands-on exercises and an infographic guideHow will it help students succeed?Develop critical source evaluation strategies.Learn to read laterally, to evaluate and track evidenceCultivate metacognitive skills and reflective practiceBuild confidence in navigating complex online information...
Contributor: Grace Liu
Information Literacy Frame(s) Addressed: Framework as a Whole
This infographic displays where to look for information and where to search for finding public company information.
Contributor: Grace Liu
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration
Beginning college students often make assumptions that scholarly sources are inherently bias-free. Students may also hold the belief that if they find a source through a library database, it is automatically a useful and neutral viewpoint on a topic. These mindsets can limit students’ motivation to apply evaluation strategies beyond establishing credibility based on the author’s credentials.This lesson plan introduces the concept of positionality statements to help students understand that scholars do not leave their identities and life experiences behind when they conduct research. Students...
Contributor: Lauren Wallis
Resource Type(s): Activity, Lesson Plan
The goal of this activity is to help students develop a broader understanding how authority is determined and what types of sources are considered appropriate in different contexts. It is also intended to help address some of the misconceptions that students have related to the source evaluation process. 
Contributor: Jane Hammons
Resource Type(s): Activity
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
This web resource provides a brief overview of the concept Authority is Constructed and Contextual. It includes a video, a concept description, and the related knowledge practices and dispositions. 
Contributor: Jane Hammons
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
The goal of this activity is to help students start to think critically about the evaluation strategies that they have learned and whether they support the effective evaluation of information. Students will learn about the lateral reading strategy for evaluation and compare it to their existing evaluation process. 
Contributor: Jane Hammons
Resource Type(s): Activity
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
This workshop engages participants in exploring corporate data collection, personal profiling, deceptive design, and data brokerage practices. Workshop content is contextualized with the theoretical frameworks of panoptic sort (Gandy), surveillance capitalism (Zuboff), and the four regulators (Lessig) and presented through a privacy and business ethics lens. Participants will learn how companies make money from data collection practices; explore how interface design can influence our choices and behaviors; and discuss business ethics regarding privacy and big data.The workshop is designed for...
Information Literacy Frame(s) Addressed: Information Creation as Process, Information Has Value
The goal of this activity is to help students develop a broader understanding of the purpose of academic research assignments, by helping to identify some of the common misconceptions that they might have about research assignments. This could also be used as a low-stakes activity or assignment at the beginning of a research project to help clarify expectations.
Contributor: Jane Hammons
Resource Type(s): Activity
Information Literacy Frame(s) Addressed: Research as Inquiry
The goal of this activity is to help students start to develop an understanding of research as an ongoing process of inquiry, rather than a straightforward process of compiling information on a topic. Students develop initial definitions of “research as inquiry,” review and discuss resources related to the concept, revise their definitions, and reflect on how the concept relates to their research practices.  
Contributor: Jane Hammons
Resource Type(s): Activity
Information Literacy Frame(s) Addressed: Research as Inquiry
Comprehensive strategies on finding statistics and data.
Contributor: Grace Liu
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration

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