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Beginning college students often make assumptions that scholarly sources are inherently bias-free. Students may also hold the belief that if they find a source through a library database, it is automatically a useful and neutral viewpoint on a topic. These mindsets can limit students’ motivation to apply evaluation strategies beyond establishing credibility based on the author’s credentials.This lesson plan introduces the concept of positionality statements to help students understand that scholars do not leave their identities and life experiences behind when they conduct research. Students practice a new way to evaluate and understand the perspective–and limitations–that scholars bring to their research.The lesson plan is designed for first-year composition courses in which students are asked to develop a research topic based on their interests or experiences. It could be adapted for upper-level undergraduate courses in the social sciences.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Creation as Process
Contributor: Lauren Wallis
Resource Type(s): Activity, Lesson Plan
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The goal of this activity is to help students develop a broader understanding how authority is determined and what types of sources are considered appropriate in different contexts. It is also intended to help address some of the misconceptions that students have related to the source evaluation process.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Contributor: Jane Hammons
Resource Type(s): Activity
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This web resource provides a brief overview of the concept Authority is Constructed and Contextual. It includes a video, a concept description, and the related knowledge practices and dispositions.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Contributor: Jane Hammons
Resource Type(s): Instruction Program Material, Learning Object, Other
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The goal of this activity is to help students start to think critically about the evaluation strategies that they have learned and whether they support the effective evaluation of information. Students will learn about the lateral reading strategy for evaluation and compare it to their existing evaluation process.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Contributor: Jane Hammons
Resource Type(s): Activity
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This workshop engages participants in exploring corporate data collection, personal profiling, deceptive design, and data brokerage practices. Workshop content is contextualized with the theoretical frameworks of panoptic sort (Gandy), surveillance capitalism (Zuboff), and the four regulators (Lessig) and presented through a privacy and business ethics lens. Participants will learn how companies make money from data collection practices; explore how interface design can influence our choices and behaviors; and discuss business ethics regarding privacy and big data.The workshop is designed for 75-minute class sessions, but can be compressed into 60-minute sessions. Includes workshop guide, presentation slides, learning activities, and assessment instrument.
Information Literacy Frame(s) Addressed: Information Creation as Process, Information Has Value
Contributor: Sarah Hartman-Caverly
Resource Type(s): Activity, Assessment Material, Bibliography, Instruction Program Material, Learning Object, Learning Outcomes List, Lesson Plan, Slide Deck
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The goal of this activity is to help students develop a broader understanding of the purpose of academic research assignments, by helping to identify some of the common misconceptions that they might have about research assignments. This could also be used as a low-stakes activity or assignment at the beginning of a research project to help clarify expectations.
Information Literacy Frame(s) Addressed: Research as Inquiry
Contributor: Jane Hammons
Resource Type(s): Activity
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The goal of this activity is to help students start to develop an understanding of research as an ongoing process of inquiry, rather than a straightforward process of compiling information on a topic. Students develop initial definitions of “research as inquiry,” review and discuss resources related to the concept, revise their definitions, and reflect on how the concept relates to their research practices.
Information Literacy Frame(s) Addressed: Research as Inquiry
Contributor: Jane Hammons
Resource Type(s): Activity
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Comprehensive strategies on finding statistics and data.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration
Contributor: Grace Liu
Resource Type(s): Instruction Program Material, Research Guide
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20-30 minute activity for students to practice citing material in a specific citation style. Can be adapted for any style.
Information Literacy Frame(s) Addressed: Information Has Value
Contributor: Justina Elmore
Resource Type(s): Activity
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Set in a broader internship program as a key component of an archival program and following a backwards design approach, interns (undergraduate students) develop complimentary archival exhibits in both physical and digital environments. Students are also tasked with anticipating their information needs. The supervisor draws on the Scholarship as Conversation Frame of the ACRL Framework to encourage conceptualizing both the archives/special collections/library environment they are in as a place of active conversation, and as a basis for encouraging reflection on the information component of their internship.
Information Literacy Frame(s) Addressed: Scholarship as Conversation
Contributor: Hanz Olson
Resource Type(s): Other
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This is a fun, hands-on activity that can help with brainstorming a topic and/or reserach question. Can also function as an ice-breaker! The results can be informative...and also sometimes entertaining!On the slip of paper (attachment), students write their name and a Population that they'd like to focus on. then they hand it off to another student, who fills in a Place. They then hand it off to a third student, who fills in a Problem. Finally, the slip is returned to its original owner who must formulate a research question based on those three pieces of information.
Information Literacy Frame(s) Addressed: Research as Inquiry
Contributor: Sarah Hood
Resource Type(s): Activity, Assignment Prompt, Worksheet
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This Worksheet is based on Mike Caulfield’s S.I.F.T. Method. Students will first need to have a familiarity with that. I highly recommend the “S.I.F.T. For Teachers” video playlist on his YouTube channel and/or his website.This activity would probably take most of a class period. Could also be done online via a Discussion.
Information Literacy Frame(s) Addressed: Research as Inquiry, Searching as Strategic Exploration
Contributor: Sarah Hood
Resource Type(s): Activity, Worksheet
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Ready-made Canvas Module that explores students' thinking about the conceptual differences between data, information and knowledge – which is an important first step to understanding how data, information and knowledge are created, disseminated and consumed. Takes ~30 minHelp with importing objects from Canvas Commons: https://ittraining.iu.edu/help/import-from-canvas-commons/index.html
Information Literacy Frame(s) Addressed: Information Creation as Process, Information Has Value
Contributor: Sarah Hood
Resource Type(s): Activity
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Tabs: Books, Ebooks, Vidoes, Articles, Podcasts, Resources for Your Students
Information Literacy Frame(s) Addressed: Research as Inquiry, Scholarship as Conversation, Searching as Strategic Exploration
Contributor: Sarah Hood
Resource Type(s): Bibliography, Research Guide
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List of nearly two dozen short (~5 min) videos that deal with various topics related to Misinformation & News/Media Literacy. Prompt Questions included for each video. Great to use for a class activity/assignment.
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Sarah Hood
Resource Type(s): Activity, Assignment Prompt, Bibliography
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Tabs/Topics: Categories of Misinformation, Evaluating Information, Media Bias Charts, Classroom Activities, Videos, Podcasts, Infographics, More Resources
Information Literacy Frame(s) Addressed: Framework as a Whole
Contributor: Sarah Hood
Resource Type(s): Research Guide
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Reports from leading organizations on Misinformation & Media/News Literacy
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Contributor: Sarah Hood
Resource Type(s): Bibliography
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This think-pair-share activity worksheet allows students to apply search terms to their own research topic and can be used after a class discussion or class lecture on library and database searching. First, students think on their own about potential search terms for their own topic. Then, they pair up and discuss how they thought of those terms and how they might use Boolean operators to connect those terms. Lastly, the pairs share with the class about what they talked about in their pairs. This resource is suitable for in-person and synchronous online instruction and takes about 10 minutes for students to complete the entire think-pair-share process.
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration
Contributor: Mark Duncan
Resource Type(s): Activity, Worksheet
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This LibGuide is used when teaching a 30 minute workshop for Honors students who are required to research an immigration story from their own family tree. They have to research their geneology to the point where they find an ancestor who immigrated to the United States. They will try to find why that immigrant came to America and whether they are part of a particular wave of migration, i.e. slavery, Irish potato famine, industrialization, etc...Since everyone's family story is unique, and some students know their history and others are still building their family tree, we start the workshop with a Choose-Your-Adventure type quiz. Students are encouraged to pick where they are in the research process and are ultimately led to 3-4 resource suggestions that are likely to work, whether searching for obituaries in local newspapers, searching Ellis Island records, or regional migration research from a variety of resources.
Information Literacy Frame(s) Addressed: Research as Inquiry
Contributor: Lauren Newton
Resource Type(s): Activity, Learning Object, Research Guide
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This LibGuide is used when teaching a 30 minute workshop for Honors students who are required to research an immigration story from their own family tree. They have to research their geneology to the point where they find an ancestor who immigrated to the United States. They will try to find why that immigrant came to America and whether they are part of a particular wave of migration, i.e. slavery, Irish potato famine, industrialization, etc...Since everyone's family story is unique, and some students know their history and others are still building their family tree, we start the workshop with a Choose-Your-Adventure type quiz. Students are encouraged to pick where they are in the research process and are ultimately led to 3-4 resource suggestions that are likely to work, whether searching for obituaries in local newspapers, searching Ellis Island records, or regional migration research from a variety of resources.
Information Literacy Frame(s) Addressed: Research as Inquiry
Contributor: Lauren Newton
Resource Type(s): Activity, Learning Object, Research Guide
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Learning Outcomes:Students will see best practices on citations for their poster session or honors paper, including key database and RaptorSearch examples.Students will receive a demonstration of the relationship between their reference list and their in-text citations.Students will see examples of how to better integrate citations into their writing, including examples of paraphrasing, summarizing, and incorporating multiple sources or switches among sources.
Information Literacy Frame(s) Addressed: Information Creation as Process, Information Has Value
Contributor: Chris Verdak
Resource Type(s): Activity, Bibliography, Lesson Plan
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This activity is designed to help students understand the difference between background sources and scholarly sources. Students will read a quick overview of the key differences between these source types, and then they will be asked to classify five sample sources. For each source, they will make an initial judgment based on a screenshot and then take a closer look at the full source to see if their gut instinct was correct. Correct answers and explanations are provided for each source.This activity is suitable for in-person, synchronous online, and asynchronous online instruction. It is self-paced and takes most students between 10 and 15 minutes to complete. The activity is hosted on Microsoft Sway, and it can be completed on a computer, tablet, phone, or any device with an internet connection.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Creation as Process
Contributor: Elisabeth White
Resource Type(s): Activity
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These materials accompany the book chapter “Using Critically Appraised Topics to Teach Evidence-based Management to Graduate Business Students” from Teaching Business Information Literacy published by ACRL Press.
Information Literacy Frame(s) Addressed: Research as Inquiry, Searching as Strategic Exploration
Contributor: Zahra Premji
Resource Type(s): Activity, Worksheet
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These materials accompany the book chapter 7 "Database Scavenger Hunt and Analysis for Accounting Students" from Teaching Business Information Literacy published by ACRL Press.
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Has Value, Searching as Strategic Exploration
Contributor: Robbi De Peri
Resource Type(s): Syllabus
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These materials accompany the book chapter 7 "Database Scavenger Hunt and Analysis for Accounting Students" from Teaching Business Information Literacy published by ACRL Press.
Information Literacy Frame(s) Addressed: Information Has Value, Searching as Strategic Exploration
Contributor: Robbi De Peri
Resource Type(s): Assignment Prompt, Instruction Program Material