Course-level

The credit-bearing classroom provides librarians with expanded opportunities to connect with students as teachers, mentors, and advocates. Both the content and approach of one-shot sessions are often driven by faculty requests for resource-based instruction. Librarians teaching credit-bearing classes do not face the same constraints on their time with students or limitations on instructional content. Accordingly, librarians in credit-bearing settings can go beyond demonstrating databases or teaching discrete skills to engage students in learning research concepts and to advocate for information- related social justice issues. One such advocacy issue is copyleft, a movement responding to the constraints of traditional copyright by allowing the licensed work to be used, modified, and distributed as determined by the work’s creator. By introducing students to the copyleft movement, librarians can encourage students to make their works more freely available and to engage in the conversation of scholarship. This chapter presents a case study of a research methods course in which students created and embedded Creative Commons licenses in digital platforms in order to encourage learners to critically evaluate the production and value of information.
Contributor: Rachel Scott
Information Literacy Frame(s) Addressed: Information Has Value
Discipline(s): Not Discipline Specific
License Assigned: CC Attribution-NonCommercial-NoDerivs License CC-BY-NC-ND
This rubric was developed to assess students' written reflections about primary source materials they encountered in class.  Developed by Meggan Press and Meg Meiman at Indiana University Libraries in Bloomington, this rubric is designed for instructors to gauge students' primary source literacy skills for short- or long-form written projects.  It was adapted from the SAA/RBMS Guidelines for Primary Source Literacy and the ACRL Framework for Information Literacy.
Contributor: Meg Meiman
Resource Type(s): Assessment MaterialRubric
License Assigned: CC Attribution-ShareAlike License CC-BY-SA
This workshop delivers an action-oriented introduction to personal data privacy designed for new college students. The session is designed to reveal the systems in place to collect and analyze online behavioral data, and to unveil the real-world consequences of online profiling in contexts like sentiment shaping, consumer preferences, employment, healthcare, personal finance, and law enforcement. In lieu of a prescriptive approach, students analyze case studies to observe how online behaviors impact real-world opportunities and reflect on the benefits and risks of technology use to develop purposeful online behaviors and habits that align with their individual values. Developing knowledge practices regarding privacy and the commodification of personal information and embodying the core library values of privacy and intellectual freedom, the workshop promotes a proactive rather than reactive approach and presents a spectrum of privacy preferences across a range of contexts in order to respect students’ autonomy and agency in personal technology use.
Contributor: Alexandria Chisholm
Information Literacy Frame(s) Addressed: Information Has Value
License Assigned: CC Attribution-NonCommercial-ShareAlike License CC-BY-NC-SA
This rubric was designed for use with a Freshmen-level information literacy instruction one-shot. The faculty member required that students select one empirical research article to support their research paper for the course. The information literacy session specifically went over crafting research questions, understanding emprical research, bias, study design, etc. Students were shown how to search for quantitative and qualtiative research and to recognize identifiers of empirical research using an article's abstract. Once the assignment was completed the course instructor shared the students' selected articles and their justification for why it was appropraite with the librarian who taught the course. 
Contributor: Claudia McGivney
Resource Type(s): Rubric
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
This rubric was created to evaluate student resource choice for their research papers after a library session. The rubric keeps the scope of ACRL's Framework in mind, while focusing on evalautive criteria students' would be taught to implement in their research inquiries during an information literacy session. The rubric consists of four categories: begining, emerging, developing and proficient, which allow for clear delineations of students' sophistication in conducting research.   
Contributor: Claudia McGivney
Resource Type(s): Rubric
Information Literacy Frame(s) Addressed: Research as InquirySearching as Strategic Exploration
License Assigned: CC Attribution-NonCommercial License CC-BY-NC
This Moodle-based course contains five, self-paced lessons and five graded quizzes that progress through the stages of the library research process. There are six, non-graded H5P practice/review activities.The files are linked below as the One Drive Zipped Course Files.To see the course as our guest:Go to http://moodle2.randolph.edu/ On the left side of the screen, select “Courses” Select "Student Resources"Select “Research 101” Select "Login as a guest" near the bottom of the screen Enter the Guest access "Password" (all lower case): rcclibrary Select "Submit"
Contributor: Donna Windish
Information Literacy Frame(s) Addressed: Framework as a Whole
Discipline(s): Not Discipline Specific
Type of Institution: Community or Junior College
License Assigned: CC Attribution License CC-BY
Updated Version, please download this one!  This infographic helps students figure out more information about peer-reviewed articles, including types of secondary articles like meta-analysis and meta-synethesis.  This map gives more information and helps to point them in the right direction, especially those doing literature reviews in the sciences.  
Contributor: Samantha Kennedy
Resource Type(s): Learning Object
License Assigned: CC Attribution License CC-BY
A discussion and overview of the following ideasWhy we see things differently.Why we don’t like to be wrong.Why it is dangerous to question authority.Where we got the letter A.The morbidity of Puritan children’s books.How culture and community impact information.The origin of the political parties in America.How information is dangerous and can be used to disrupt or preserve a social order. take note of the following terms:cognitive dissonanceconfirmation biasdisconfirmation biasoppositional media hostilitypropagandatop-down information systemsbottom-up information systemspublic spheresocial responsibility theory of journalismobjectivitythe Fairness DoctrineNet Neutrality 
Contributor: Todd Heldt
Resource Type(s): Blog PostLesson Plan
Scope: Course-level
License Assigned: CC Attribution License CC-BY
This infographic helps students figure out more information about peer-reviewed articles, including types of secondary articles like meta-analysis and meta-synethesis.  This map gives more information and helps to point them in the right direction, especially those doing literature reviews in the sciences.  
Contributor: Samantha Kennedy
Resource Type(s): Learning Object
License Assigned: CC Attribution License CC-BY
Similar to my general "research snake" this one is specficially for history student searching for history resources, primary and secondary.  This is a visual resource you can use to show students how to start research and the steps they should follow along the way.  If you have any questions, please feel free to email me at samkennedy@gmail.com
Contributor: Samantha Kennedy
Resource Type(s): Learning Object
Discipline(s): History
License Assigned: CC Attribution License CC-BY

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