This exercise offers students a list of curated links that they will use to complete an assigned project on green roofs.  Students must evaluate, summarize, annotate, cite, and synthezize the materials in a completed document containing an ultimate recommendation for a course of action. Requires EBSCO access.

The Evidenced-Based Practice lesson is mapped to the Research as Inquiry Frame and addresses how to match a clinical question to types of research evidence.

This document includes SLOs with performance indicators. After each indicator is a rubric to explain what would be considered excellent, acceptable, developing, or confused work for each indicator. It can be used for a course or program.

This rubric is based upon a set of learning outcomes for an information literacy course. Each outcome includes specific performance indicators. The rubric has 4 categories for evaluation: excellent, acceptable, developing, and confused. This rubric could also be used on the program level.

This is a map to the current course outline for a 1-unit information literacy class to a proposed course outline that embeds all of the frames.

Four short screencasts under 90 seconds about the role of metacognition in information literacy instruction.

The following activity is meant to demonstrate the concepts of authorship and authority to first year writing students. Students will use their prior knowledge and everyday experiences with subpar information to draw parallels between evaluating academic and popular sources.

EDU 100 / 300: Contexts of Education is a required course in the undergraduate Education program at the University of Alberta; EDU 300 is for after degree students. Students submit a research paper (library assignment) related to a current educational issue in Canada. For this assignment they need to locate at least four different sources: two sources must be articles from peer-reviewed academic journals, the remaining two sources may include additional peer-reviewed articles, books, book chapters, professional education-related journals (trade journals), newspaper articles, videos, etc. The original lesson plan was designed by Debbie Feisst and was taught with some modifications by various librarians at the H.T. Coutts Education Library.  Although emphasis is on the following two frames: Authority is Constructed and Contextual, Information Creation as a process, a mapping document has been included to illustrate where other frames are addressed throughout the lesson.

This document lists the outcomes, performance indicators, and dispositions developed for the Threshold Achievement Test for Information Literacy (TATIL). This test has four modules inspired by the six frames of the Framework: Evaluating Process & Authority; Strategic Searching; Research & Scholarship; and The Value of Information. 

A guide to helping student know how to use (or not to use!) the different kinds of information they may find.