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I wrote "How Information Works:ACRL Framework for Information Literacy in Lay Language" for a faculty workshop we held at Ohio University called, "Reimagining the Research Assignment."  Later, the Learner-Centered Teaching team took the "Actions" and/or "Attitudes" from that restatement and wrote "Gateway Scales:" almost-rubrics for each frame.  Our intention here is to greatly simplify the language so faculty can more easily understand our purpose. I have linked to our page, where several versions can be accessed: simple (b/w), color handout, long color version with attitudes...
Contributor: sherri saines
Resource Type(s): Learning Outcomes List, Rubric, Other
For a performance task/ assignment, students will be expected to find evidence to investigate a pseudoscientific claim or conspiracy theory. They will be submitting a two-page paper to their Chemistry professor in which they make a case that either supports the claim or rejects it. They will be expected to use both library and credible online sources for support. The performance task will follow a full 75-minute library instruction session in which students will learn to:construct various search phrases for use in online and library search tools  use certain evaluation criteria...
Contributor: Cristy Moran
Resource Type(s): Activity, Assignment Prompt
Students will be exposed to various entry points of a sustainability topic in various formats.This lesson is to serve as an introduction to different types of sources that can be used to learn about and research topics - including multimedia sources, Internet, and scholarly articles - and the attributes of different kinds of sources. They will take notes as they hear/read the sources using Elements of Thought (based on Paul-Elder's critical thinking model) and reflect in small groups to evaluate the credibility of the sources and what next steps they will take to further research. This...
Contributor: Cristy Moran
Resource Type(s): Activity
This is a short, engaging activity suitable for learners of all levels. In it, students evaluate web sources that are provided by an instructor using the acronym CRAAP (currency, relevance, accuracy, authority, and purpose). Students work together in groups and explore evaluation processes aloud, with guidance from the CRAAP cards and the instructor. This is an adaptation of various evaluating sources activities available in LIS literature and professional resources. This activity is ideally implemented as a kind of collaborative game moderated by the instructor. It is highly adaptable....
Contributor: Cristy Moran
Resource Type(s): Activity
Following a face-to-face library instruction session, students are assigned a short paper in which they select two [web] sources from a list and evaluate them using specific criteria (i.e. currency, relevance, authority, accuracy, and purpose). A real-life scenario is presented and real sources are provided from the first pages of Google search results. Learning OutcomesStudents will construct various search phrases for use in online search toolsStudents will use certain evaluation criteria (e.g. CRAAP) to assess the credibility of online sourcesStudents will examine sources for...
Contributor: Cristy Moran
Resource Type(s): Activity, Rubric
This hands-on activity was piloted as part of a teach-in on fake news at Purchase College, SUNY. To convey the idea that “fake news” exists on a continuum, we did a pin-the-tail-on-the-donkey activity using a blank version of Vanessa Otero’s Media Bias chart. The chart is a useful tool for showing the nuances between nonfactual, biased, and inflammatory news sources. Participants are asked to research a news media organization and decide where to place it on the chart, then compare their choices to Otero's original infographic. Two groups can also compare their choices to each other. The...
Contributor: Darcy Gervasio
In light of the proliferation of fake news and just plain erroneous news, this assignment tries to give students tools and strategies for evaluating the information that comes to them via social media and other outlets. Students identify one news story and thoroughly investigate it, including using CRAAP criteria, searching for other articles on the same topic, and checking factchecking sites.News stories to evalute were updated July 2019.
Contributor: Shellie Jeffries
Resource Type(s): Worksheet
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
The Inform Your Thinking video series introduces students to the frames of the ACRL Framework in an easy-to-understand manner by using conversational tone, approachable peer hosts, relatable comparisons, and eye-catching graphics. This video introduces students to the Authority is Constructed and Contextual frame by showing how being an authority on a topic varies by context and information need, and may shift from one situation to the next. Students will glean tips for discerning authority with academic topics by deciphering author credibility, recognizing the value of peer-review, and...
Contributor: Cristina Colquhoun
Resource Type(s): Activity, Learning Object, Tutorial
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
This lesson plan from Teaching Information Literacy Threshold Concepts, edited by Patricia Bravender, Hazel McClure, and Gayle Schaub and contributed by Nancy Fawley, provides beginning students with a checklist to get them thinking critically about information’s origins, purpose, and complexity, and takes them into a deeper discussion about how to apply those evaluative criteria.
Resource Type(s): Lesson Plan, Publication
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
This recipe from The First-Year Experience Cookbook, edited by Raymond Pun and Meggan Houlihan and written by Jenny Yap and Sonia Robles, helps introduce first-year English and ESL composition students to the differences between scholarly and popular sources.
Resource Type(s): Activity, Publication