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The goal of this activity is to help students start to develop a broader understanding of the value of information and their rights and responsibilities as information consumers and creators. Students complete a simple true/false activity that is intended to help identify any misconceptions or misunderstandings that they might have related to information.
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: Jane Hammons
Resource Type(s): Activity, Lesson Plan
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This activity was designed to help students understand some of the costs associated with creating and accessing information. Students will consider the cost of a "package" of information resources and participate in a discussion focused on the value of information resources.
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: Jane Hammons
Resource Type(s): Activity, Lesson Plan
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Presentation for the September 2017 Library Learning Services Retreat. This presentation was developed as part of the Information Fluency Initiative in the 2015-2018 UNT Libraries Strategic Plan and examines of core concepts of the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education frame "Authority is Constructed and Contextual."
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Contributor: Brea Henson
Resource Type(s): Professional Development Material, Slide Deck
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Presentation for the September 2017 Subject Liaisons meeting. This presentation was developed as part of the Information Fluency Initiative in the 2015-2018 UNT Libraries Strategic Plan and contains strategies for adapting the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education frame "Authority is Constructed and Contextual" for library instruction and contains an examining of its core concepts.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Contributor: Brea Henson
Resource Type(s): Professional Development Material, Slide Deck
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The Penn State Berks Privacy Workshop Series focuses on privacy issues for students in the past, present, and future. The Privacy Workshop spotlights privacy practices and concerns in the current moment; Digital Leadership explores future implications of past and current digital behaviors; Digital Shred provides tools to evaluate and mitigate the damage of past digital behaviors; and Digital Wellness focuses on privacy across the lifespan - bringing together the past, present, & future by finding a balance of technology & wellness, while aligning habits and goals. Each workshop is grounded in theory – countering approaches that overpromise user control in the face of information asymmetries and the control paradox – and embrace students’ autonomy and agency by avoiding prescribed solutions, and instead encouraging decision-making frameworks.In the Digital Leadership Workshop, students will be able to:recognize that online behavior is persistent and there is no guarantee that it will remain private (despite privacy settings)anticipate how perceptions of their online behavior can impact their personal and professional opportunities and make informed, intentional decisions regarding their activityalign their online activity within the context of their future professionmodel constructive online behaviors as student leaders and future professionals
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: Alexandria Chisholm
Resource Type(s): Activity, Instruction Program Material, Learning Object, Lesson Plan, Research Guide, Slide Deck
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Rubric used to score student annotated bibliographies in order to evaluate the learning outcomes "Students will be able to evaluate sources based on information need and the context in which the information will be used" and "Students will be able to identify multiple perspectives on a research topic."
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Scholarship as Conversation
Contributor: Kim Pittman
Resource Type(s): Assessment Material, Rubric
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Rubric used to assess student topic proposals in order to evaluate the learning outcome "Students will formulate research questions that are appropriately scaled, facilitate inquiry, and can be supported by available resources."
Information Literacy Frame(s) Addressed: Research as Inquiry
Contributor: Kim Pittman
Resource Type(s): Assessment Material, Rubric
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In this workshop, students learn about the driving forces behind fake news, reflect on how our opinions impact the way we evaluate information, and discuss and practice using criteria for evaluating news. The workshop includes a brief presentation on fake news and cognitive biases, reflection prompts for students to respond to, and an activity in which students work in groups to evaluate different news articles on a common topic.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Contributor: Kim Pittman
Resource Type(s): Activity, Lesson Plan, Worksheet
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In this interactive online workshop, you will learn strategies for generating research questions and turning those questions into keywords. Coming up with keywords will help you craft more effective searches!By the end of this workshop, you'll be able to:Develop specific research questions from a topicTurn questions into keywordsConstruct a preliminary search for your specific research questionThe workshop includes interactive videos and self-assessment questions.
Information Literacy Frame(s) Addressed: Research as Inquiry, Searching as Strategic Exploration
Contributor: UCLA WIRE
Resource Type(s): Activity, Learning Object, Tutorial
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Writing a literature review can seem like a daunting task. It involves finding sources, synthesizing them, and relating them to your research topic. This workshop will guide you through the process of writing a literature review, providing plenty of examples and tips along the way.By the end of this activity, you'll be able to:Recognize key components of a literature reviewIdentify a knowledge gap in previous research and express how you can address the gapOrganize sources effectively and logicallyThe workshop includes interactive video animations and self-assessment questions.
Information Literacy Frame(s) Addressed: Research as Inquiry, Scholarship as Conversation
Contributor: UCLA WIRE
Resource Type(s): Activity, Learning Object, Tutorial
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This interactive online workshop introduces and defines plagiarism and discusses when and how to cite, quote, paraphrase, and summarize.Learning outcomes:Learners will be able to:Identify strategies for avoiding plagiarismAccurately cite sources in a consistent styleSummarize, paraphrase, and directly quote a textThe workshop includes integrated self-assessment and feedback.
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: UCLA WIRE
Resource Type(s): Activity, Learning Object
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This document provides directions and information needed to complete a curriculum map for the Political Science Department at the University of North Texas. Other subject librarians may use this document to guide their own curriculum mapping projects.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Brea Henson
Resource Type(s): Curriculum Map
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In this interactive Coassemble module, students are taught the basics of APA format (7th edition). The module begins with a discussion about the disciplines that use APA. It then moves into a lessons on in-text citations, as well as article, book, and website References page citations. Finally, students learn about basic APA paper format, from the title page to the References page. Checkpoints appear at the end of each lesson to test and reinforce knowledge.
Information Literacy Frame(s) Addressed: Scholarship as Conversation
Contributor: Courtney Strimel
Resource Type(s): Activity, Assessment Material, Learning Object, Tutorial
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The information literacy in class assignment was introduced to Sophomores and Juniors in STEM during a math class. Concepts such as types of information sources and critical evaluation of information sources were introduced. The remainder of time is devoted to a group assignment on evaluating information sources both on the Web in comparison to the information resource.Students worked in groups to complete the assignment which was handed out on paper. The first part explained again criteria for evaluating information sources while the second part gave 3 example sources from a Wikipedia article. Students were asked to identify the type of information source (scholarly journal, news, book, website) and the authors with their credentials. Then the students were asked to infer the intended audience for the information source and the usefulness of the information for their coursework later in the semester. Finally, the students were asked to located an item in the library’s discovery search interface that was of high quality in the characteristics they had explored.
Information Literacy Frame(s) Addressed: Information Creation as Process, Searching as Strategic Exploration
Contributor: John Meier
Resource Type(s): Activity, Assignment Prompt
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Created in collaboration with Dr. Jordan Moberg Parker, UCLA's Director of Undergraduate Laboratory Curriculum and Assessment in Microbiology, Immunology, and Molecular Genetics, C.R.E.A.T.E.S. is a set of 6 steps that help learners read and critically analyze scientific papers. The C.R.E.A.T.E.S. method, pioneered by Dr. Sally Hoskins, has a demonstrated positive impact on undergraduate students' self-confidence in scientific reading, as well as in their general perceptions of and beliefs about science and scientific thinking (Hoskins, et. al, 2017).The new C.R.E.A.T.E.S. site uses interactive media, step-by-step directions, and detailed annotation of authentic examples to guide students through the process.
Information Literacy Frame(s) Addressed: Research as Inquiry, Scholarship as Conversation
Contributor: UCLA WIRE
Resource Type(s): Instruction Program Material, Learning Object, Tutorial, Other
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This exploratory study aims to improve librarian support for undergraduate users as they find, access, evaluate, and appropriately use primary source materials in their research. By approaching object-based information literacy instruction via the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education (Framework), this project will promote use of academic library special collections and archives in ways that reinforce the theoretical approach espoused by that document. Primary source evaluations collected before and after one semester of Framework-based instruction indicate that the concepts identified therein are relevant to and support learning with primary sources.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Rachel Scott
Resource Type(s): Publication
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This usability study explores whether patrons prefer and are well-served by specialized, format-based searches or simpler, single-box searches, and the implications of these practices and preferences for information literacy. Qualitative data suggest that format-specific searches can confuse and slow down users and single-box searches are often faster and more successful. These findings highlight the potential conflict between user experience (UX) design and traditional conceptualizations of research and library-based search.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration
Contributor: Rachel Scott
Resource Type(s): Publication
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An update from a previous version.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration
Contributor: Grace Liu
Resource Type(s): Instruction Program Material
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The infographic was originally developed for a management class. It is updated and revised to be applicable to other disciplines as well. The university logo was deleted for use by other campus.A video was made to explain the 4-step source assessment.Check out the updated 4-step Strategy for Evaluating Online Sources.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Grace Liu
Resource Type(s): Instruction Program Material, Learning Object, Research Guide
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Prepared for a marketing research class which requires to find literature review and create citations.
Information Literacy Frame(s) Addressed: Scholarship as Conversation
Contributor: Grace Liu
Resource Type(s): Instruction Program Material
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editable PPT on general research process and different types of information sources. Prepared for Writing 200 class.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration
Contributor: Grace Liu
Resource Type(s): Instruction Program Material
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The presentation covers two sessions presentation of a business consulting session, including editable graphs for research process.
Information Literacy Frame(s) Addressed: Information Has Value, Searching as Strategic Exploration
Contributor: Grace Liu
Resource Type(s): Instruction Program Material
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Help students develop strategies to find quality articles.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration
Contributor: Grace Liu
Resource Type(s): Instruction Program Material, Learning Object
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This is a lesson plan for FYE business IL session. The plan incorporated a role play active learning activity and framework concept information has value.
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: Grace Liu
Resource Type(s): Activity, Instruction Program Material, Learning Outcomes List, Lesson Plan, Other
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The Penn State Berks Privacy Workshop Series focuses on privacy issues for students in the past, present, and future. The Privacy Workshop spotlights privacy practices and concerns in the current moment; Digital Leadership explores future implications of past and current digital behaviors; Digital Shred provides tools to evaluate and mitigate the damage of past digital behaviors; and Digital Wellness focuses on privacy across the lifespan - bringing together the past, present, & future by finding a balance of technology & wellness, while aligning habits and goals. Each workshop is grounded in theory – countering approaches that overpromise user control in the face of information asymmetries and the control paradox – and embrace students’ autonomy and agency by avoiding prescribed solutions, and instead encouraging decision-making frameworks.In the Digital Wellness Workshop, students will be able to:evaluate & articulate their digital wellness prioritiesrecognize that their relationship with technology can have real world impact on their personal wellbeing, including relationships, mental health, & professional aspirationsalign their online activity & habits within the context of their wellness goalsmodel constructive online and offline behaviors as individuals, student leaders, and future professionals
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: Alexandria Chisholm
Resource Type(s): Activity, Instruction Program Material, Learning Object, Lesson Plan, Research Guide, Slide Deck, Worksheet