Faculty

Submitted by Megan Pitz on February 15th, 2024
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Short Description: 

This learning session, led by a librarian, is for first-year community college students in an academic library setting. The intention of this session is to scaffold onto existing research writing skills acquired in previous education, as well as use of popular video sharing platforms to obtain information, like TikTok. Informative videos produced by everyday people are a growing form of intellectual connection between all audiences and scholarly sources based on relatability, as well as visibility of marginalized issues larger news organizations do not address. When the information messenger is familiar yet dynamic in their presentation and provides information that the public is not informed on, viewers are more inclined to listen than if it were just a research paper or a scholarly representative of a research community. There are, however, citation issues and basic research principles missing in several of these videos, based solely on most video sharing platform’s intention to obtain engagement, not to responsibly inform/educate its users. As researchers, it is crucial to discern engagement-intended, incendiary content with informative, well-researched content that our neighbors are making, even if their intentions are good.

Attachments: 
AttachmentSize
TikTok Lesson Plan.docxdisplayed 1239 times17.53 KB
AttachmentSize
lesson plan project slides.pdfdisplayed 1251 times304.28 KB
Learning Outcomes: 

By the end of this session, students will be able to:

  • Identify research as an ongoing conversation between several scaffolding and outside research and popular community voices.
  • Recognize the importance and necessity of crediting other voices inside and outside of the research and popular communities you are entering.
  • Respect your own contributions to scholarship by following citation guidelines in your own information creation.
Discipline: 
Education

Information Literacy concepts:

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
lesson plan worksheet.pdfdisplayed 960 times108.36 KB
Assessment Short Description: 
X number of groups (based on class size, max 5 members per group) will be assigned one TikTok with a relevant, polarizing topic (i.e., Israel-Hamas conflict, self-diagnosing psychological disorders, anti-feminist podcasts, Dating Do's and Don'ts, AI/ChatGPT, school shootings, etc.) per group to watch, will answer questions together, and will ultimately decide if the creator of the TikTok is engaging in scholarly conversation or popular conversation (relevant topics to the zeitgeist at that moment in time). Groups will all come together and review their findings with the class, having designated one representative to speak for the group. Instructor will monitor discussion appropriately, with an overall time frame of 1 hour in mind.
Potential Pitfalls and Teaching Tips: 
  • This session includes both passive and active activities. The librarian begins the session by priming students in standard lecture format with what scholarly conversation is, what it looks like, and how to participate in it responsibly and respectfully. The students then engage in verbal and written group analysis of a TikTok and determine if it is a scholarly or popular information source. The students produce their learning onto the worksheet, which the librarian will collect at the end of the session to assess learning. 
  • The librarian builds on prior knowledge of students’ engagement with TikTok (as viewers and creators) or other video sharing platforms of the same format, as well as student learning of proper citation use from previous education, no matter how long ago. 
  • Popular conversation should not be taught as “lesser” than scholarly conversation, but as diversified intellectual support to scholarly conversation when used properly. The crucial factor in discerning the two is that the information provided is factually correct, well-researched, and most importantly, addresses other voices in the ongoing conversation that the creator is entering instead of operating within a vacuum.
Suggested Citation: 
Pitz, Megan. "“According to the CDC…” vs. “Someone just said…”: Identifying Scholarly and Popular Conversations on TikTok." CORA (Community of Online Research Assignments), 2024. https://projectcora.org/assignment/%E2%80%9Caccording-cdc%E2%80%A6%E2%80%9D-vs-%E2%80%9Csomeone-just-said%E2%80%A6%E2%80%9D-identifying-scholarly-and-popular-conversations.
Submitted by Tierney Gleason on May 15th, 2023
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Short Description: 

Learn how to go beneath the headlines and current debates to examine the text of laws and/or proposed legislation with a focus on Congress, the Supreme Court, Executive Orders, and state legislatures. This introductory workshop will highlight library resources, open government resources, and search strategies to support researchers across many disciplines and interest areas to navigate legal and legislative history resources.

Attachments: 
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Workshop Slidesdisplayed 759 times1.52 MB
Lesson Plandisplayed 587 times18.23 KB
Learning Outcomes: 
  • - Participants will understand the importance of collecting background information to support searching for laws & legislative history.
  • - Participants will learn about the pros & cons of library databases versus open government resources.
  • - Participants will become reacquainted with civics/how government works as they learn to select information resources based on jurisdiction and navigate database limiters that organize information by legislative activity and/or document type.
Discipline: 
Law

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

Iterations of this session have been offered as workshops. This session appeals to students across many disciplines who use legal research (Journalism, Social Work, Education, Political Science, History, etc) as well as activists, genealogists, and more.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

Lesson plan includes search examples and background information that help with searching for legal resources.

Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Gleason, Tierney. "Researching Laws & Legislation." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/researching-laws-legislation.
Submitted by Raymond Pun on February 12th, 2023
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Short Description: 

ChatGPT is an generative artificial intelligence chatbot released in November 2022 by OpenAI. What are the opportunities in using this tool to teach library instruction? This document highlights various ways to engage with learners in critically analyzing ChatGPT (version GPT-3) and its responses through the ACRL Frame: Information Creation as a Process. 

Attachments: 
AttachmentSize
Activity- Using ChatGPT For Library Instruction- Information Creation as a Process.pdfdisplayed 1958 times29.71 KB
Learning Outcomes: 
  • Learn how to connect library research and instruction with ChatGPT
  • Critically analyze ChatGPT and its responses through dialogue and research
Discipline: 
Education

Information Literacy concepts:

Individual or Group:

Suggested Citation: 
Pun, Raymond. "Using ChatGPT For Library Instruction: Information Creation as a Process." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/using-chatgpt-library-instruction-information-creation-process.
Submitted by Kaitlin Springmier on February 28th, 2022
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Short Description: 

An icebreaker activity for students at any level, “Visualizing Research” employs tactile or kinesthetic learning techniques to illustrate research as inquiry. This group activity can be used in a variety of disciplines and contexts. By having students create and share visual models of their ideas or experiences with research, the lesson plan increases classroom engagement and supports an understanding of the iterative process of research.

Learning Outcomes: 

After this activity, students will be able to: 

  • Build a visual model of research

  • Describe the research process in their own words

  • Relate their past experiences to an upcoming research project

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

This activity is part of a larger class session focused on preparing students for their upcoming research projects. At this point in the semester students should have been introduced to a research project, but have not begun researching (or might not have chosen a topic). Students break up into groups of 3-4 students, depending on material availability. Each group receives a handful of construction materials (colored paper, play doh, magnetic tiles) to build a visual representation of research. Visual models should take 10-15 minutes to complete. At the end of the activity, the instructor brings the class together to discuss various visual models and how the models emulate the research process. (We first heard about the idea of creatively representing the research project from Marcela Y. Isuster from McGill University at LOEX 2019, this is inspired by their idea.)

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

Hodge-Zickerman, A. Stade, E. York, C. S. and Rech, J. "TACTivities: Fostering Creativity through Tactile Learning Activities," Journal of Humanistic Mathematics, Volume 10 Issue 2 (July 2020), pages 377-390. DOI: 10.5642/jhummath.202002.17 . Available at: https://scholarship.claremont.edu/jhm/vol10/iss2/17

Isuster, Marcela Y. “Master Manipulators: Using Manipulatives for Tactile and Kinesthetic Learning in the Information Literacy Classroom.” Workshop. LOEX 2019. http://www.loexconference.org/2019/sessions.html

Kuczala, Mike. Training in Motion : How to Use Movement to Create Engaging and Effective Learning. American Management Association, 2015.

Potential Pitfalls and Teaching Tips: 

Tips: 

Abstract materials (e.g. magnetic tiles, cut paper shapes) are more likely to contribute to abstract representations and descriptions of research. If the craft materials allow students more flexibility in creation (e.g. Play-doh, drawings), students might create more literal representations.  Post-it Notes can provide a way for students to add labels to their research models.

We’ve found success in taking pictures of students’ creations to share with the class, in future sessions, or with teaching colleagues.

Collaborators: 
Suggested Citation: 
Springmier, Kaitlin . "Visualizing Research." CORA (Community of Online Research Assignments), 2022. https://projectcora.org/assignment/visualizing-research.
Submitted by Sala Shierling on September 28th, 2021
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Short Description: 

This sample activity corresponds to a chapter in the upcoming (2022) ACRL title: Teaching Critical Reading Skills: Strategies for Academic Librarians.

Attachments: 
AttachmentSize
Critical Reading Activity Example - Activity 3 - Critically Reading the Pre-Sourcedisplayed 732 times761.29 KB
Learning Outcomes: 

The student will apply practical critical reading skills in order to determine source pertinence for an information need.

Discipline: 
Psychology

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Shierling, Sala. "Critically Reading the Pre-Source (Full Citations)." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/critically-reading-pre-source-full-citations.
Submitted by Carolyn Schubert on May 6th, 2021
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Short Description: 

We use Google every day, but we do really understand why we get certain results? This event will explain what an algorithm is, how search engines use them, and how bias exists in our search results. Attendees will have a chance to reflect on the ways biased results can echo larger biases for representation in society.  Access this site at your convenience at: https://jmu.libwizard.com/f/algorithms-bias

Co-creators: Malia Willey and Alyssa Young.

AttachmentSize
Tutorial Outline.docxdisplayed 855 times36.47 KB
Learning Outcomes: 

Learning goals: 

  • Defining a broader context for algorithms 

  • Analyzing Google results for algorithmic bias 

  • Identifying actions for countering algorithmic bias

Information Literacy concepts:

Individual or Group:

Suggested Citation: 
Schubert, Carolyn. "What’s Behind a Web Search? Bias and Algorithms ." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/what%E2%80%99s-behind-web-search-bias-and-algorithms.
Submitted by Paizha Stoothoff on February 17th, 2021
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Short Description: 

Digital timelines enable us to tell stories visually by connecting non-linear moments: events, reactions, and experiences. This assignment includes a lesson plan and worksheet for teaching with timelines. Timelines work best when they are created as a project for a course, since they take time to develop. Project ideas include: alternatives to the research paper in humanities and Literature courses; embedding timelines in website projects where students also create bibliographies of secondary sources; and library archival projects to showcase student work or a collection with an open-source tool if space or platforms are limited.

The lesson plan and worksheet are designed around Knightlab TimelineJS, but can be adapted for use with other timeline tools. Also included is a guide for selecting a timeline tool for instructors.

Attachments: 
AttachmentSize
Timeline Lesson Plan.docxdisplayed 856 times35.18 KB
Timeline Worksheet.docxdisplayed 831 times27.96 KB
Choosing a Timeline Creator_for instructors.docxdisplayed 741 times35.51 KB
Learning Outcomes: 

Students will:

  • Demonstrate an understanding of the scholarly discourse and/or cultural, historical context for a topic.
  • Use basic digital skills required for developing digital projects including use of URL links, embed code, alternative text for media.
  • Select appropriate materials for timelines including images, articles, and other resources available through library databases, library archives, and open web resources.

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

This lesson plan was implemented in a Victorian Literature upper division English class. The Professor assigned students a final website project as an alternative to the research paper. On their website, they included the following pages: About, Timeline, Reflection, and Works Cited. This workshop aided students in creating and finding resources for their timeline, and provided citation guidance as well. Archives and Special Collections at our University has also used Knightlab Timeline to create a digital exhibit with student interns to be embedded into a departmental project.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

A supplemental LibGuide, Creating Timelines with Knightlab, was designed by the Humanities Librarian for all instructors/librarians/archivists interested in using the tool in their projects or courses.

LibGuide: https://libguides.calstatela.edu/c.php?g=1124920&p=8205317

Assessment or Criteria for Success
Assessment Short Description: 
Assessment may include student's grades for course projects. Professors did not use a rubric for grading the timeline, but there may be opportunities to develop a rubric for them in the future.
Potential Pitfalls and Teaching Tips: 

Part two, registering for Knightlab, will take time. There are some technical nuances that come up with using the Timeline (which the FAQ in the LibGuide aims to address). To avoid spending the whole library session on registration and using the tool, have students register in class and spend the remainder finding sources. Students can 'plug in' their content at home and follow-up with any questions. When piloting this worksheet and lesson plan, about 5 students reached out with some technical questions to the Librarian. Updating the FAQ to answer common questions proved useful for the Librarian and for students.

Also, tailor the resources you share based on the context for the timeline. For example, if it's being used for a Victorian Literature class, I would emphasize the British Library, ArtStor, free Images, and Britannica Online. If it's being used for 19th Century Novel, I would emphasize 19th century newspapers, ArtStor, free images, and possibly Women's Studies Archives.

 

Suggested Citation: 
Stoothoff, Paizha. "Creating a Timeline with Knightlab." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/creating-timeline-knightlab.
Submitted by Justin de la Cruz on October 22nd, 2020
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Short Description: 

Background information, assignment, and reflection on analyzing popular information.

Attachments: 
AttachmentSize
Verifying Popular Information.pdfdisplayed 993 times76.51 KB
Learning Outcomes: 

Students will learn how to analyze popular information.

Students will reflect on how they receive and share information.

Information Literacy concepts:

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
de la Cruz, Justin. "Verifying Popular Information." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/verifying-popular-information.