This assessment asks undergraduate engineering students to review, rate, and explain their decisions relating to the credibility of information resources and information containers. Students are asked to review various resources as well as containers. After reviewing, students assign each resource or container with one of three ratings: green (always credible), yellow (potentially credible with further investigation), or red (never credible). Last, students explain their decision in relation to each resource or container.
Assignments
Posted on October 15, 2020
Author: Samuel Putnam
Discipline: Engineering
Information Literacy Concepts: Evaluates (ACRL 3, SCONUL 5, ANZIL 3, ANCIL 4), Authority is Constructed / Contextual (Frame 1), Information Has Value (Frame 3)
Posted on October 6, 2020
Author: Yvonne Mery
Developed in order to move students away from an outdated checklist approach to evaluating online content, we developed this tutorial to teach students how to read laterally and think critically. This tutorial consists of several small chunks of microlearning activities including an assignment. Students can complete as much or as little as they feel they need.
Discipline: Communication Studies, English, History, Liberal Studies
Information Literacy Concepts: Evaluates (ACRL 3, SCONUL 5, ANZIL 3, ANCIL 4)
Posted on September 29, 2020
Author: Tara Cataldo
The assignment has students search the same topic in Google and the Web of Science or BIOSIS database. They are asked to pick one result from each search, identify its components (title, author, year) and identify the container of the information (journal, book, news, etc.). They are then asked to compare and reflect on the different results.
Discipline: Library and Information Science
Information Literacy Concepts: Finds Information (ACRL 2, SCONUL 3&4, ANZIL 2&4, ANCIL 5), Evaluates (ACRL 3, SCONUL 5, ANZIL 3, ANCIL 4)
Posted on July 28, 2020
Author: Cathy Meals
Collaborators: Faith Rusk, Meghan Kowalski
In this activity focused on evaluating sources, students respond to the question "What makes a source 'good'?" by collectively brainstorming a list of characteristics they should look for in evaluating a source, then using their list to evaluate different types of sources on the same topic (e.g., a scholarly article, an op-ed, and a news article). As a class, students discuss whether their source was "good" based on the class's list of characteristics and for which types of information needs or settings their source might be most appropriate.
Discipline: Rhetoric, Composition, and Writing
Information Literacy Concepts: Authority is Constructed / Contextual (Frame 1), Information Creation as Process (Frame 2)
Posted on June 11, 2020
Author: Liz Bellamy
When writing a research paper, it can be easy to overlook the human side of scholarship – how being cited in a study (or not) can have real, material consequences, and how social structures can systematically exclude certain people from scholarship. This activity and lesson explores these ideas and gives students strategies for making their literature reviews more inclusive.
All told, this lesson takes about 50 minutes to an hour -- 20-30 minutes for the readings and pre-workshop activity, and 30 minutes of discussion.
Discipline: Communication Studies, Ethnic Studies, Library and Information Science, Multidisciplinary, Rhetoric, Composition, and Writing, Sociology, Urban Studies, Women's Studies
Information Literacy Concepts: Authority is Constructed / Contextual (Frame 1), Information Has Value (Frame 3), Scholarship as Conversation (Frame 5)
Adaptations: 1
Posted on May 15, 2020
Author: Elizabeth Dobbins
Collaborators: Brooke Taxakis
How can we facilitate first-year student engagement with critical Framework concepts, especially in a one-shot class? This active learning activity is designed to teach source evaluation in a 50-minute class. The activity, which incorporates elements of problem-based learning and uses a flipped classroom approach, was added to our institution’s first-year experience course.
Discipline: Multidisciplinary
Posted on May 7, 2020
Author: Melanie Hubbard
For this project you will be creating a digital resource that can be used to help teach about the Southern California Library’s mission and materials, how to work with archival materials, and, in general, how to work with and research primary sources.
Discipline: English, History, Urban Studies
Posted on May 6, 2020
Author: Elizabeth Dobbins
This assignment introduces students to United States patents and to prior art searching using two free, online databases: Espacenet and Lens.org. Instructional videos are available at: http://guides.lib.campbell.edu/patents .
Discipline: Engineering
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), Evaluates (ACRL 3, SCONUL 5, ANZIL 3, ANCIL 4), Uses Information (ACRL 4, SCONUL 7, ANZIL 5, ANCIL 8&9), Information Has Value (Frame 3), Searching as Strategic Exploration (Frame 6)
Posted on May 3, 2020
Author: Amanda Thompson
This syllabus is a sample for an online literature course. I created this sample around Victorian studies, but any literature subject is applicable. I've provided examples of online projects. The goal of a syllabus like this one is to introduce students to literature, making online objects, and utilizing open resources effectively.
Below is a link to a sample learning object:
https://ajthomp55.wixsite.com/lispractvanhelsing
Discipline: English
Information Literacy Concepts: Uses Information (ACRL 4, SCONUL 7, ANZIL 5, ANCIL 8&9), Information Creation as Process (Frame 2), Searching as Strategic Exploration (Frame 6)
Posted on May 3, 2020
Author: Amanda Thompson
This syllabus is a sample for an online literature course. I created this sample around Victorian studies, but any literature subject is applicable. I've provided examples of online projects. The goal of a syllabus like this one is to introduce students to literature, making online objects, and utilizing open resources effectively.
Below is a link to a sample learning object:
https://ajthomp55.wixsite.com/lispractvanhelsing
Discipline: English
Information Literacy Concepts: Uses Information (ACRL 4, SCONUL 7, ANZIL 5, ANCIL 8&9), Information Creation as Process (Frame 2), Searching as Strategic Exploration (Frame 6)