This session was part of an undergraduate, critical thinking and global perspectives course. The course is offered by various disciplines on campus. This instance focused on global challenges (The Seven Revolutions developed by csis.org). For the session the students applied two frameworks to data: authority is constructed and contextual and scholarship as conversation. Students learned about a data life cycle concept with emphasis on evaluation.
Assignments
Posted on June 11, 2018
Author: Jeffrey Dowdy
Discipline: Liberal Studies, Political Science
Information Literacy Concepts: Authority is Constructed / Contextual (Frame 1), Scholarship as Conversation (Frame 5)
Posted on May 25, 2018
Author: Gail Gradowski
This is a 65-minute workshop designed for 1st year composition students who will be using periodical sources in their research. Students will practice writing contextualizing statements, e.g. describing authors, genres, types of periodicals, for a variety of information sources of the type they will be using in their own research projects.
Discipline: Rhetoric, Composition, and Writing
Information Literacy Concepts: Authority is Constructed / Contextual (Frame 1), Information Creation as Process (Frame 2)
Posted on May 25, 2018
Author: Tessa Withorn
This concept map and activity explores how various sources of information are created, accessed, and shared. Students collaboratively define what makes a source traditional, emerging, public, or exclusive. Students are given a type of information source to map on the grid according to each axis, and provide a rationale for their placement.
Information Literacy Concepts: Information Creation as Process (Frame 2), Information Has Value (Frame 3)
Adaptations: 1
Posted on May 16, 2018
Author: Melanie Hubbard
In this assignment students work in groups on closely reading international policy documents, noting substantive changes in a policy area over time, and ploting those changes in the timeline tool, TimelineJS.
Discipline: Health, Law, Political Science, Social Work
Posted on May 16, 2018
Author: Melanie Hubbard
In this exercise students use the Voyant word analysis tool to analyze Baldwin’s The Fire Next Time. (Any literary work would work.)
Discipline: Communication Studies, English, History, Rhetoric, Composition, and Writing
Posted on May 16, 2018
Author: Melanie Hubbard
This assignment leads students through an analysis of media coverage of the 1965 Watts uprising. The intention is for students to learn more about the uprising and how a database can be used as a digital humanities tool.
Discipline: Communication Studies, English, History
Posted on May 16, 2018
Author: Melanie Hubbard
This assignment requires students to apply their knowledge of antisemitic tropes to tweets with the final outcome of the assignment being a short analytical paper and a presentation.
Discipline: Communication Studies, History, Library and Information Science
Posted on May 11, 2018
Author: Amanda Meeks
This lesson was developed for HIS484 (Topics in the History of Gender and
Sexuality/Pride in the time of HIV/AIDS) in the Spring of 2018. The students’ final assignment
culminated in a multimedia or digital research project on a topic of their choosing and heavily
relied on primary source and visual materials. This lesson focuses on how students, as content
curators and analysts, can engage in deeper analysis and contextualization of the sources they
present through their projects. Students collectively analyzed one example from a particular
Discipline: Art, History, Women's Studies
Information Literacy Concepts: Authority is Constructed / Contextual (Frame 1), Scholarship as Conversation (Frame 5), Searching as Strategic Exploration (Frame 6)
Posted on April 27, 2018
Author: McKenzie Hyde
Collaborators: McKenzie Hyde
As part of the research process, students need to learn how to organize and synthesize their sources. This short lecture, followed by a matrix outline given to every student, gives students the opportunity to focus their research question even more and to add their own ideas to the conversation of research within their chosen topic.
Discipline: English, Rhetoric, Composition, and Writing
Posted on April 27, 2018
Author: McKenzie Hyde
Collaborators: McKenzie Hyde
This lesson, created for English 2010, or Argumentative Writing, teaches students how to use library databases and keywords in order to focus their research topics. Most students come prepared with a general or broad topic in mind, but they need to narrow their focus in order to get more relevant search results. Here they simultaneously learn to search in and use the library databases and to focus their research topics.
Discipline: English, Rhetoric, Composition, and Writing
Information Literacy Concepts: Defines Information Need (ACRL 1, SCONUL 1&2, ANZIL 1), Finds Information (ACRL 2, SCONUL 3&4, ANZIL 2&4, ANCIL 5), Research as Inquiry (Frame 4), Searching as Strategic Exploration (Frame 6)
Adaptations: 1