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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.
Posted on November 7, 2017
Contributor: Claire Lobdell
Resource Type(s): Activity, Learning Object
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
The following activity is meant to demonstrate the concepts of authorship and authority to first year writing students. Students will use their prior knowledge and everyday experiences with subpar information to draw parallels between evaluating academic and popular sources.
Posted on November 3, 2017
Contributor: Heather Beirne
Resource Type(s): Activity, Lesson Plan
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
EDU 100 / 300: Contexts of Education is a required course in the undergraduate Education program at the University of Alberta; EDU 300 is for after degree students. Students submit a research paper (library assignment) related to a current educational issue in Canada. For this assignment they need to locate at least four different sources: two sources must be articles from peer-reviewed academic journals, the remaining two sources may include additional peer-reviewed articles, books, book chapters, professional education-related journals (trade journals), newspaper articles, videos, etc...
Posted on October 31, 2017
Contributor: Kim Frail
Resource Type(s): Lesson Plan
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Creation as Process
As part of a collaboration with Claire Holmes and Lisa Sweeney at Towson University's Albert S. Cook Library, I infused our lesson plan for ISTC 301/501 with ACRL Framework Concepts. The original lesson plan was conceived of by Holmes and Sweeney as a way to integreate information literacy instruction concepts for teachers into ISTC 301 and SPED 413 in our College of Education. The attached slides illustrate one way to include information literacy instruction, the ACRL Framework, and teaching standards in college-level instruction. The aim for this lesson plan was to encourage College of...
Posted on October 2, 2017
Contributor: Sarah Gilchrist
Resource Type(s): Lesson Plan
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Searching as Strategic Exploration
This document lists the outcomes, performance indicators, and dispositions developed for the Threshold Achievement Test for Information Literacy (TATIL). This test has four modules inspired by the six frames of the Framework: Evaluating Process & Authority; Strategic Searching; Research & Scholarship; and The Value of Information.
Posted on September 26, 2017
Contributor: Carolyn Radcliff
Resource Type(s): Learning Outcomes List
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Creation as Process, Information Has Value, Research as Inquiry, Scholarship as Conversation, Searching as Strategic Exploration
A guide to helping student know how to use (or not to use!) the different kinds of information they may find.
Posted on September 20, 2017
Contributor: Todd Heldt
Resource Type(s): Assignment Prompt, Blog Post, Learning Object
Information Literacy Frame(s) Addressed: Information Creation as Process, Scholarship as Conversation
This is an activity we use in our Freshman-level writing class information literacy instruction one-shots. The activity presents four online resources and asks students to use the "Evaluating Online Sources" rubric to evaluate their assigned resource. Students vote using an online form on whether they would use a resource in their paper and then the instructor discusses each resource in depth with input from the group that evaluated it. Instructor will ask students to describe their resource and answer the questions asked by the rubric and then discuss the suitability of the resource....
Posted on August 4, 2017
Contributor: Laura Costello
Resource Type(s): Lesson Plan
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
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.
Posted on July 27, 2017
Contributor: Todd Heldt
Resource Type(s): Blog Post, Learning Object, Rubric
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Creation as Process, Research as Inquiry
This resource is a practitioner's reflection on how the ACRL Framework for Information Literacy can be matched to existing APA Guidelines for Psychology Undergraduate Majors. It attempts to match appropriate frames to specific student learning goals determined by both the American Psychological Association and Loyola Marymount University's Psychology department program objectives. There are two documents, one focused on APA and the other on LMU. Both lists ways the LMU library can help students meet the matching ACRL frames and APA/LMU learning objectives.
Posted on July 17, 2017
Contributor: Jennifer Masunaga
Resource Type(s): Practitioner Reflection
Information Literacy Frame(s) Addressed: Framework as a Whole
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.
Posted on July 13, 2017
Contributor: Todd Heldt
Resource Type(s): Blog Post, Learning Object
Information Literacy Frame(s) Addressed: Information Creation as Process, Scholarship as Conversation