Une feuille d'autoévaluation pour suivre les apprentissages en compétences informationnelles acquises sur le moyen ou le long terme. Elle est ludifiée avec des éléments de mesure de soi, de badge et d'identité de jeune chercheur.A scholarly character sheet for self-assessment about information literacy skills - gamification around quantified self, badging and young researcher identity.

A Star Wars themed look at the Authority is Constructed and Contextual frame, originally used for a staff training event. 

An explanation of different kinds of authority that students might recognize in a piece of information accompanied by a list of articles about global warming that appeal to, invoke, or otherwise discuss these authorities.  Students should skim one or more of the articles, answer some questions about them, and discuss their ideas with their peers.

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.

In the early drafts of the Information Literacy Framework for Higher Education, metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students’ roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the Framework and thus diminished the document’s usefulness as a teaching tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these concepts are critical to information literacy today, and that the language of these concepts should be revisited in the language of the Framework. Certainly metacognition and metaliteracy should be included in pedagogical strategies submitted to the newly launched ACRL Framework for Information Literacy Sandbox.