This assignement was designed for Digital Humanities (ENGL 5998). The course engaged upper-division undergraduate and graduate students in the emerging field of Digital Humanities (DH) through projects grounded in the study and analysis of literary texts.

This assignement was designed for Digital Humanities (ENGL 5998). The course engaged upper-division undergraduate and graduate students in the emerging field of Digital Humanities (DH) through projects grounded in the study and analysis of literary texts.

This lesson and activity was designed for an upper-division Critical Race and Ethnic Studies (CRES) course, CRES 101 Race and the Media. While students didn’t need to include outside research for their media analysis assignment, due to the theme of the class, the graduate assistant and I felt that adding this layer of complexity would further contribute to students’ understanding of bias in knowledge creation, which is a unit covered in the course. After introducing the lesson using Polkinghorne's visualization and sharing the PBS NewsHour video, I divided students into six groups of five students. Each group read their assigned article, discussed and answered the discussion questions, and then reported what they learned to the class. While I link the articles on the online class guide, I also bring enough printed copies of the articles. For printing, I have found that it is easier to copy-paste the text of the articles into Microsoft Word / Google Docs. Although I included a handout with the discussion questions here in Project CORA, in class, I actually display the questions on the online class guide and have students write their answers on a large sticky note, which I provide, along with markers.

Worksheet may be handed out after a presentation that defines different types of primary law, and government levels.

Game was developed for a multidisciplinary writing class. Game could be adapted to focus on specific subjects or disciplines.

This lesson plan was designed for 60 minutes and delivered to 42 classes in 6 days as part of a summer early start composition program. We needed something that was fun, interactive, could be delivered by many different instructors back to back, and supported the overall course goals of reading rhetorically.

Prior to teaching the lesson we assembled six self contained "research stations." These were boxes (but could also be dedicated spaces) filled with information sources with various audiences/purposes, worksheets to be completed in small groups, stickers to make the worksheets faster, and writing utensils.

The librarian begins the lesson with a warm-up question on everyday research, this is followed by a group map and discussion on the audience and purpose of information sources, finally the session concludes with an in-depth dive evaluating one popular source.

Our instruction department has a long relationship with the First Year Writing program doing one-shots for a class that teaches argumentation and rhetoric.
Two years ago, their curriculum changed, requiring the instructors and students to focus on the city of Memphis. Students have to write their final paper about Memphis in some respect - topics include music, food, crime, urban development, etc. Because these students are facing their first real research project of college, they are among our most frequent patrons, and we wanted to give them a curriculum that addressed their needs directly and provided context for reading that they may not have encountered before. This session is offered in conjunction with a related session on searching databases, and alongside a comprehensive libguide as well as a suite of interactive tutorials.

We created this activity for a course that is flagged for information literacy in our core curriculum. These courses in our History department tend to have annotated bibliography assignments as well as primary source assignments. First year courses introduce annotated bibliographies and how to produce them, so the information literacy flag here has to address more advanced literacy, in this case primary source literacy.

We used this lesson plan to provide library instruction for a first-year seminar for liberal arts students. The course was loosely themed around the idea of “a domain of one’s own,” i.e., equipping students to become thoughtful creators of digital content. The session was not tied to a particular research assignment, but the course instructor thought it was important to provide students with a general introduction to the library. The course instructor gave Mark few parameters for developing the lesson, instead asking Mark “to just tell them about the library.” Mark decided to collaborate with Brittany and Chelsea to transform the generic “welcome to the library” session that the instructor had asked for into something more vibrant.