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Students who write essays on research topics in which no outside sources are cited and accuracy is treated as negotiable generally should not expect to receive good grades, especially in an information literacy course. However, asking students to do just this was the first step in the “un-research project,” a twist on the familiar annotated bibliography assignment that was intended to guide students away from “satisficing” with their choice of sources and toward a better understanding of scholarship as a conversation. The project was implemented as part of a credit-bearing course in spring...
Posted on March 20, 2017
Contributor: Allison Hosier
Resource Type(s): Publication
Information Literacy Frame(s) Addressed: Scholarship as Conversation, Framework as a Whole
This link was an experiment joining a small seminar-style class (LIBR201) with a large lecture class (A/HI271). Ten students registered for both courses. During a Writing Instruction Support retreat that both faculty attended in August 2013, they developed the linked aspect of the course by working through the overarching pedagogical theory driving this particular retreat, the idea of the “threshold concept,” which Dr. Carmen Werder has described as a “discipline-based concept that provides a transformational understanding and entrance to that discipline.” The instructors developed a...
Posted on March 17, 2017
Contributor: Sylvia Tag
Resource Type(s): Practitioner Reflection, Syllabus
Information Literacy Frame(s) Addressed: Research as Inquiry, Framework as a Whole
This is a lesson plan, files, and assessment information for an upper level biology class. It is in two parts, finding genetic information online and citing images. It follows a flipped model with pre-class activities required. The second activity on citing images was created using a Process Orientated Guided Inquiry Learning (POGIL) framework. Although this activity is specific to CSE style, the activity could be adapted to any citation style.
Posted on March 14, 2017
Contributor: Michelle Price
Resource Type(s): Assessment Material, Lesson Plan, Worksheet
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Has Value, Searching as Strategic Exploration
A rubric which may be used to assess literacies based on the concepts in the ACRL Framework
Posted on March 8, 2017
Contributor: Shehaamah Mohamed
Resource Type(s): Assessment Material
Information Literacy Frame(s) Addressed: Framework as a Whole
The University of the Western Cape has developed a set of graduate attributes that are based on the UWC vision and mission. This tutorial is based on six concepts that may be used to enhance such attributes. An understanding of these concepts will mean that students develop a sense of agency in their research and practices, which opens up a pathway to lifelong learning and professional development. The concepts enable learners to become autonomous and collaborative and active contributors to knowledge. The tutorial also offers authentic examples which may be used to illustrate ways of...
Posted on March 7, 2017
Contributor: Shehaamah Mohamed
Resource Type(s): Tutorial
Information Literacy Frame(s) Addressed: Framework as a Whole
Discovery tools are great at revealing the variety of sources available to researchers. This one-shot lesson plan makes use of discovery platform facets and features to show students the range of content available. Students will also explore and evaluate how the available information sources differ from each other. The lesson may be more appropriate for upper-level students who have database experience and a basic understanding of what research looks like within their disciplines.
Posted on March 7, 2017
Contributor: Rachel Scott
Resource Type(s): Activity, Assessment Material, Lesson Plan, Publication
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Searching as Strategic Exploration
This chapter investigates the ACRL and WPA frameworks to discuss commonalities in how they approach appropriation of information in compositional contexts. The chapter presents two sample assignments and outlines a case study of a collaboration between library and English faculty.
Posted on March 6, 2017
Contributor: Rachel Scott
Resource Type(s): Assignment Prompt, Publication
Information Literacy Frame(s) Addressed: Scholarship as Conversation, Framework as a Whole
Exploratory study in two parts. Part one addresses the question of whether or not undergraduate students can understand the language and concepts in this document. By presenting student responses to pretest questions recorded at the beginning of a semester-long research methods course, this article shows that students can, even on first impression, begin to make sense of the complexity and richness found in the Framework for Information Literacy for Higher Education. Survey questions and complete student responses are included.Part two compares student pretest and posttest...
Posted on March 6, 2017
Contributor: Rachel Scott
Resource Type(s): Assessment Material, Publication, Rubric
Information Literacy Frame(s) Addressed: Framework as a Whole
The Citations lesson is mapped to Information has Value and Scholarship as Conversation Frames. It discusses why citations are a foundation of scholarly communication and the basic components of a citation. Through infographics and videos, students will learn the differences between paraphrasing, summarizing and quoting.
Posted on February 21, 2017
Contributor: New Literacies Alliance
Resource Type(s): Activity, Assessment Material, Learning Object, Tutorial
Information Literacy Frame(s) Addressed: Information Has Value, Scholarship as Conversation
This assignment has students analyzing data presented in graphs, charts and infographics that are pre-selected by librarian and instructor based on how poorly the information is being presented through various outlets.
Posted on February 13, 2017
Contributor: Spencer Brayton
Resource Type(s): Activity
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual, Information Creation as Process, Information Has Value, Scholarship as Conversation