This lesson starts with a simple question: "Who knows the most about (topic of your choice)?" In my experience doing this lesson with first year students, a majority of students will identify personal experience as knowing the "most" at the outset. It is common for them to say something along the lines of: No one understands what it’s like to be homeless more than someone who has been through it. Starting from that firm conviction, this lesson is designed to help students think about different ways of “knowing” and what secondary sources (particularly scholarly) are able to accomplish in...

Comme une fiche-synthèse à remettre à la fin d'un atelier sur l'évaluation des sources. Encore mieux : dans l'atelier, insérez volontairement une erreur et en début d'atelier demandez aux étudiants de la repérer. À la fin de l'atelier, remettez la seule fiche-synthèse plastifiée au participant qui l'a trouvé en premier, les autres participants ont la version papier simple.Peut servir à évaluer le document le plus faible parmi la bibliographie d'un travail, d'un mémoire, d'une thèse; ou dans le syllabus d'un professeur ; ou dans la bibliographie d'une source (article ou livre).Gamified summary...

This template gives space to outline an Information Literacy session, allowing a department to create a more cohesive program, or a single librarian to maintain an organized sense of their own sessions.This single page template gives space for teaching and learning activities, applying a frame, tools used for the session, assesment techniques used, time taken, as well as assigning it to a course and instructor.

An explanation of different kinds of authority that students might recognize in a piece of information accompanied by a list of articles about global warming that appeal to, invoke, or otherwise discuss these authorities.  Students should skim one or more of the articles, answer some questions about them, and discuss their ideas with their peers.