This learning module will help students find and critically evaluate online sources for class discussions and assignments and form unbiased judgments and decisions. What is it?A five-part series learning module that takes 1.5 - 2 hrs. to completeA 4-step strategy for evaluating online sources with hands-on exercises and an infographic guideHow will it help students succeed?Develop critical source evaluation strategies.Learn to read laterally, to evaluate and track evidenceCultivate metacognitive skills and reflective practiceBuild confidence in navigating complex online information environments. Access to the Learning Module via the Google Site Link below.Please contact us if you are interested in accessing the transcripts and/or exercises & answer keys.

Comprehensive strategies on finding statistics and data.

Tabs: Books, Ebooks, Vidoes, Articles, Podcasts, Resources for Your Students

Tabs/Topics: Categories of Misinformation, Evaluating Information, Media Bias Charts, Classroom Activities, Videos, Podcasts, Infographics, More Resources

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 “Data Visualization: Visualizing Decisions” from Teaching Business Information Literacy published by ACRL Press.

These materials accompany the book chapter “Data Visualization: Visualizing Decisions” from Teaching Business Information Literacy published by ACRL Press.

These materials accompany the book chapter “Data Visualization: Visualizing Decisions” from Teaching Business Information Literacy published by ACRL Press.

These materials accompany the book chapter “Data Visualization: Visualizing Decisions” from Teaching Business Information Literacy published by ACRL Press.

Many students in higher education, even in graduate school, begin as outsiders when they encounter disciplines related to their courses.  Their professors are the experts.  They are not.  The terminology, literature, and even cultures of these disciplines form barriers to participation.  Disciplinary enculturation is the process by which students become active participants within disciplines rather than outsiders trying to look over disciplinary walls.Disciplines need to be seen as "communities of practice"* rather than as repositories of knowledge.  As such, they have an agreed upon knowledge base (with variants), a culture (with variants), and a methodology (with variants).  Three terms label these elements of communities of practice: epistemology, metanarrative, and method. Disciplinary analysis is a first step for students entering into disciplinary communities as participants.  Beginning students must ask key questions that compel a discipline to explain itself, thus providing a path to enculturation.This is a guide to the theory and practice of disciplinary enculturation