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This exercise offers students a list of curated links that they will use to complete an assigned project on green roofs. Students must evaluate, summarize, annotate, cite, and synthezize the materials in a completed document containing an ultimate recommendation for a course of action. Requires EBSCO access.
Posted on January 16, 2018
Contributor: Todd Heldt
Resource Type(s): Assignment Prompt
Information Literacy Frame(s) Addressed: Information Creation as Process, Information Has Value, Research as Inquiry
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.
Posted on December 28, 2017
Contributor: New Literacies Alliance
Resource Type(s): Activity, Assessment Material, Learning Object, Professional Development Material, Tutorial
Information Literacy Frame(s) Addressed: Research as Inquiry
This document includes SLOs with performance indicators. After each indicator is a rubric to explain what would be considered excellent, acceptable, developing, or confused work for each indicator. It can be used for a course or program.
Posted on December 21, 2017
Contributor: Smita Avasthi
Resource Type(s): Learning Outcomes List, Rubric
Information Literacy Frame(s) Addressed: Framework as a Whole
This rubric is based upon a set of learning outcomes for an information literacy course. Each outcome includes specific performance indicators. The rubric has 4 categories for evaluation: excellent, acceptable, developing, and confused. This rubric could also be used on the program level.
Posted on December 21, 2017
Contributor: Smita Avasthi
Resource Type(s): Rubric
Information Literacy Frame(s) Addressed: Framework as a Whole
This is a map to the current course outline for a 1-unit information literacy class to a proposed course outline that embeds all of the frames.
Posted on December 21, 2017
Contributor: Smita Avasthi
Resource Type(s): Curriculum Map
Information Literacy Frame(s) Addressed: Framework as a Whole
This is a draft of the revised course outline for a one-unit information literacy course. Due to our curriculum process, it includes broad outcomes followed by more specific performance indicators. There is also the "Topics and Scope" which specifies content more explicitly. It could also be used at the program level.
Posted on December 21, 2017
Contributor: Smita Avasthi
Resource Type(s): Learning Outcomes List
Information Literacy Frame(s) Addressed: Framework as a Whole
This program targets students who have been identified as individuals who would benefit from enrichment and academic and social preparation for success in a university setting. The library offers a six-week, one-credit course through the Africana Studies and Latino Studies programs entitled “Research Strategies”. This course introduces students to skills needed to successfully perform academic research in a university library, focusing primarily on the ACRL Frames regarding authority, value, inquiry and strategic exploration of information
Posted on December 13, 2017
Contributor: Tony Cosgrave
Resource Type(s): Professional Development Material
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Has Value, Research as Inquiry
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.
Posted on December 6, 2017
Contributor: Ray Pun
Resource Type(s): Activity
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Has Value, Research as Inquiry
Four short screencasts under 90 seconds about the role of metacognition in information literacy instruction.
Posted on November 17, 2017
Contributor: Susan Ariew
Resource Type(s): Learning Object
Information Literacy Frame(s) Addressed: Research as Inquiry
In the early drafts of the Information Literacy Framework for Higher Education, metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students’ roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the Framework and thus diminished the document’s usefulness as a teaching tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these...
Posted on November 17, 2017
Contributor: Susan Ariew
Resource Type(s): Publication
Information Literacy Frame(s) Addressed: Framework as a Whole