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.

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.

These materials accompany the book chapter 7 "Database Scavenger Hunt and Analysis for Accounting Students" from Teaching Business Information Literacy published by ACRL Press.

These materials accompany the book chapter 7 "Database Scavenger Hunt and Analysis for Accounting Students" from Teaching Business Information Literacy published by ACRL Press.

These materials accompany the book chapter 7 "Database Scavenger Hunt and Analysis for Accounting Students" from Teaching Business Information Literacy published by ACRL Press.

This is a brainstorming activity in which students work in groups that each spend time (approx. 2-3 min.) at 3 different stations. 

Goal: The primary goal of the activity or assignment is for students to develop an increased understanding of the peer review process and how it is connected to the authority or credibility of different information sources. Students will also be encouraged to consider some of the criticisms that have been raised about the process and consider alternatives for determining authoritative sources within a field or discipline.Learning Outcomes:Explain the basic process of scholarly peer reviewExplore how the peer review process is used to identify or establish authoritative or credible works within a fieldCritically examine the peer review process, considering it in connection with issues such as access and bias

This resource provides an overview of the concept Authority is Constructed and Contextual from the Framework for Information Literacy for Higher Education. A brief overview of the concept is provided and several of the related knowledge practices and dispositions are highlighted. 

These materials accompany the book chapter “Using Facebook and Google digital marketing tools to engage with consumer data” from Teaching Business Information Literacy published by ACRL Press. Worksheet can be used in class to accompany lesson plan from chapter. 

These materials accompany the book chapter “Using Facebook and Google digital marketing tools to engage with consumer data” from Teaching Business Information Literacy published by ACRL Press. Visual tutorial of how to euse Google Trends.