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Primary and Secondary Sources Tutorial

This interactive learning module takes students through the process of identifying the differences between primary and secondary sources. The structure of the tutorial consists of four parts.

Submitted by Josh Rose on January 30th, 2017
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Short Description: 

Through a reading assignment, a brief lecture, and small group discussion, students training to be high school teachers learn about Information Literacy (IL) and Critical Information Literacy, and consider how they can apply these concepts within their disciplines and in their teaching practice. This short, 55-minute session was taught for a course called "Foundations in Secondary Education", offered through the Single Subject (Secondary) Teaching Credential program at Saint Mary's College of California's Kalmanovitz School of Education.

Attachments: 
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An_Introduction_to_Information_Literacy_for_Secondary_Education.pptxdisplayed 1304 times308 KB
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An_Introduction_to_Information_Literacy_for_Secondary_Education.pptxdisplayed 1030 times308 KB
Relevant links: 
Critical Information Literacy: Implications for Instructional PracticeThe Big6
Learning Outcomes: 

1. Students describe what the term "information literacy" means, where it comes from, and how it works.
2. Students describe a process model of information literacy such as the Big6.
3. Students compare information literacy with critical information literacy.
4. Students discuss how they might apply information literacy or critical information literacy concepts within their discipline and in their teaching practice.
5. Students plan how they might work with a high school librarian or media specialist to teach information literacy concepts in the classroom.

Discipline: 
Education

Individual or Group:

Ability Level:

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

This session was in response to a faculty member's request for a lecture about information literacy.

Prior to the session, students were asked to read James Elmborg's "Critical information literacy: Implications for instructional practice" (2006). During a brief lecture students learn about Mike Eisenberg and Bob Berkowitz's Big6 model of information literacy. Students then form small discussion groups organized loosely by their discipline (i.e. math and science; language arts; social studies) and discuss and answer the following questions:

- What are some potential criticisms of information literacy standards?
- What does information literacy (IL) look like in your discipline?
- How might you apply IL (e.g., the Big6) within your discipline and in your teaching practice?
- How might you apply critical IL within your discipline and in your teaching practice?
- Does your practicum school have a dedicated librarian or media specialist? How might you work with him or her to teach IL or critical IL in the classroom?

Students were then asked to report out to the larger group about what they discussed.

Suggested Citation: 
Rose, Josh. "An Introduction to Information Literacy for High School Educators." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/introduction-information-literacy-high-school-educators.
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Submitted by Margaret Brown-Salazar on January 26th, 2017
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Short Description: 

Created by M. Brown-Salazar Saint Mary's College of CA This lesson was developed to have graduate level students explore social justice issues in information found on the internet. It is based on Dr. Safiya Noble's work: Algorithms of Oppression. Simplified, we asked students to consider that when we seek information, we need to examine the perspective/privilege of the voices/sources of information and identify/understand whose voices are represented and whose voices are missing and how that impacts/influences our understanding. Students were asked to consider issues we uncovered in relationship to themselves personally, as students and also also professional practitioners. We used clips from a lecture by Dr. Noble to stimulate discussion and asked to students to critically examine results of google image searches as an illustration of inequities. Students completed a survey as assessment.

Attachments: 
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2016 2017 Seeking Social Justice in Information Lesson Plan Master's Level Students.docxdisplayed 905 times32.54 KB
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Pre-session Handoutdisplayed 792 times25.63 KB
In Class Assignmentdisplayed 780 times16.76 KB
Learning Outcomes: 

Learning Objectives (include SMC institutional learning outcomes, ACRL Standards, Framework, or others) Students understand that Google is the dominate search engine. Students understand that most internet searchers believe the information they find is trustworthy, accurate, unbiased, credible Students understand that search engine algorithms are based on criteria for increasing advertising and marketing and not criteria to provide the best information available to answer their search query SRIL 1 Students understand that there are influences (social, political, economic, …) that shape social justice issues in information retrieval SRIL 1 Students can articulate a personal or professional practice that they could develop to become more critical consumers of information specifically as it relates to internet search results SRIL 1 SRIL 2 Students can articulate one action they might take to make the issue of social justice in information more apparent to others

Discipline: 
EducationLiberal StudiesLibrary and Information ScienceMultidisciplinaryPsychology

Information Literacy concepts:

Individual or Group:

Ability Level:

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

This was a new unit added to a series of 3 information literacy sessions that graduates students complete in their Research Seminar course. The intention is to extend a lesson plan on using the internet for research to have students consider "the social, political, economic, and corporate systems that have power and influence over information production, dissemination, access, and consumption." (Gregory, L. and Higgins, S. (Eds.) (2013). Information literacy and social justice: Radical professional praxis. Sacramento, CA: Library Juice Press.) .

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
2016 2017 SeekingSocialJusticeinInformationAssessmentWorksheet.docxdisplayed 666 times15.61 KB
Potential Pitfalls and Teaching Tips: 

Although I asked students to watch the Noble video before the session - NO ONE did that! As I reconsider, I think it works fine without the pre-session video - I removed it from subsequent instruction sessions. This instruction takes on its own unique life with each group - it is fascinating. I am fortunate to work with faculty who allowed the session to take as long as it took. One session concluded and 15 minutes later students were still in the room talking about it in small groups on their own.

Suggested Citation: 
Brown-Salazar, Margaret. "Seeking Social Justice in Information | Graduate Counseling, Leadership and Education Students." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/seeking-social-justice-information-graduate-counseling-leadership-and-education-students.
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Submitted by Laura Massa on January 5th, 2017
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Short Description: 

In small groups students give a presentation examining how the popular media reports scientific findings.

Attachments: 
AttachmentSize
Science in the Media presentations assignment & rubricdisplayed 1599 times19.28 KB
Learning Outcomes: 

• Discriminate between scholarly and popular modes of knowledge through an understanding of the peer review process. • Engage critically and reflectively in scholarly discourse. • Exercise critical thinking in oral discussion and writing.

Discipline: 
BiologyBusinessChemistryCommunication StudiesEconomicsEducationEngineeringEnglishEnvironmental StudiesEthnic StudiesFilm and TVGeologyLiberal StudiesLibrary and Information ScienceLinguisticsMultidisciplinaryPhysicsPolitical SciencePsychologySociologyUrban StudiesWomen's Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

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

Before I introduce the assignment I ask students to rate how accurately they believe that the popular media reports scientific findings. After all of the presentations have been given, I ask them to rate this again, and engage in a bit of reflective writing. I ask them explain why their rating has stayed the same or changed, how they will approach science in the media moving forward, and what they think the main take-aways from this assignment have been. We then discuss those take-away messages-- which usually results in a much broader and deeper understanding of information sources.

Suggested Citation: 
Massa, Laura. "Science in the Media." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/science-media.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

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