ChatGPT is an generative artificial intelligence chatbot released in November 2022 by OpenAI. What are the opportunities in using this tool to teach library instruction? This document highlights various ways to engage with learners in critically analyzing ChatGPT (version GPT-3) and its responses through the ACRL Frame: Information Creation as a Process.
The assignment supports students' ability to explain their research in less than 50 words effectively. Students briefly introduce themselves and their research projects by answering the following questions in the discussion board post:
The B-TILED is a test of information literacy for Education students in postsecondary institutions. Includes 22 multiple-choice items and 13 demographic and self-perception questions.
A primer on how to read academic articles by guiding the class through a series of questions. Give students 5-15 minutes per slide to answer the questions (individually or in groups) before talking about their answers to questions with the whole class.
This is a participatory, variable lesson frame ready for you to modify to suit your instruction needs. This lesson and it's variations focuses on encouraging students to see themselves as information creators and part of the scholarly conversation and can also variously include conversations about about the scholarly information cycle and/or authority depending on instruction constraints and configuration.
This activity provides an interactive, student-centered, fun opportunity to explore skills of critical thinking and evaluation of resources. By allowing students to connect those things that they already know (even if they don’t know they know it) to larger concepts, we encourage them to trust themselves and to begin to develop their intuition as scholars, moving away from checklists and formulas for resource evaluation and toward a thoughtful critique of sources based on individual need and use.
Drawing upon research in psychology, education, and cognitive science, the authors (Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman) explain seven powerful learning principles.
A scholarly character sheet for self-assessment about information literacy skills - gamification around quantified self, badging and young researcher identity.
Une feuille d'autoévaluation pour suivre les apprentissages en compétences informationnelles acquises sur le moyen ou le long terme. Elle est ludifiée avec des éléments de mesure de soi, de badge et d'identité de jeune chercheur.
Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?
1) Faire une courte introduction engageante (15min.)
2) Identifier la minorité surmotivée et leur distribuer un parcours.
3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.
Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.
