This activity can be used in a one-shot library instruction class or by an instructor in a semester long course.

I have used this activity in both an online and a hybrid (50%) section of an English 102 Research Writing Course. It serves as a way to pair students for research conversations when they are not physically in a classroom together. These pairs could be used throughout the quarter/semester for regular research conversations between students and/or peer-review exercises. This activity is highly adaptable to your teaching context, course, and research assignments. I look forward to hearing how others are able to use it!

The assignment was a major project for Paul Harris' course on David Mitchell (ENGL 3998).

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.