Option 1 (Original format):
The first standalone online workshop was offered in 2022. An optional drop-in help session for Zotero installation was held at 4:00 p.m., followed by the workshop at 4:30 p.m. Students registered via Zoom and received access to the self-guided active learning exercise in advance. The session was delivered synchronously, with pauses after Parts 2, 3, and 4 for guided student practice. The workshop lasted approximately 1.5 hours.

Option 2 (Asynchronous implementation):

The Summer Undergraduate Research Program (SURP) requested an asynchronous version of the workshop. The self-guided exercise was embedded in a LibGuide and integrated into a Blackboard (LMS) course.

Option 3 (Hybrid delivery):

The workshop was split into two one-hour sessions. The first session was an online presentation, followed by a second, in-person session in the library classroom. Students brought laptops for hands-on practice, and librarians provided installation support and Zotero troubleshooting during the in-person session.

Option 4 (Current version):

The current model is a one-hour standalone online workshop. Librarians demonstrate Zotero with brief pauses for questions rather than in-session practice activities. Students may complete the active learning exercise independently after the session or remain in the Zoom room to begin working. A second librarian provides Zotero installation support and troubleshooting in a breakout room. The optional installation help session now occurs after the workshop rather than before. This structure has improved flow, and students report preferring to see the full demonstration before deciding whether to adopt Zotero.

This was created for and used in the Librarians Active Learning Institute (LALI) 2024 practicum. Tricia has since used it in an earth sciences undergraduate class (5 students), and created a modified version of the jigsaw for ProQuest Central in a first-year writing seminar in the earth sciences department (16 students). 

For numbers that aren't even, like the 5 students, I asked the instructor to step in to fill the 6th spot so that the jigsaw could function. It's important to have at least one person in each group that worked on each handout. For the class of 16 students, I still had 3 handouts and kept close to a 3 by 5. For teaching themselves, I had 2 groups of 5 and 1 group of 6, then for mixing, I had 4 groups of 3 and 1 group of 4. The group of 4 had two people who worked on the same handout, so those two team-taught the others in their group. This worked well scaled up, though the classroom can get loud. Scaling beyond 16 may require separating the class into a couple groups and then doing the jigsaw among each group (i.e. 36 students might become 3 groups of 12, and then you break it down from there).

I use this activity every year in the lab section of General chemistry. At this level of chemistry students are rarely doing research work that involves chemistry literature, and don’t necessarily have chemistry research questions or a need for understanding the library research databases for for the class. However, students at this level are engaging with science information in the classroom and outside the classroom, and this is a great opportunity to build skills needed to engage with information in online spaces. 

Since I developed this assignment, Mike Caulfield has developed a new framework based on the Four Moves, called SIFT. At this point I’ve stayed with Four Moves and a Habit because it comes with an open textbook that I can assign pre-class reading from, and because the named concept of lateral reading has been useful for students.

Many thanks to Andrea Verdan, Seattle University Chemistry, for her work on developing this lesson plan and developing the pre-lab quiz questions.

I use this activity every year in the lab section of General chemistry. At this level of chemistry students are rarely doing research work that involves chemistry literature, and don’t necessarily have chemistry research questions or a need for understanding the library research databases for for the class. However, students at this level are engaging with science information in the classroom and outside the classroom, and this is a great opportunity to build skills needed to engage with information in online spaces. 

Since I developed this assignment, Mike Caulfield has developed a new framework based on the Four Moves, called SIFT. At this point I’ve stayed with Four Moves and a Habit because it comes with an open textbook that I can assign pre-class reading from, and because the named concept of lateral reading has been useful for students.

Many thanks to Andrea Verdan, Seattle University Chemistry, for her work on developing this lesson plan and developing the pre-lab quiz questions.

This was a library "warm-up" activity and discussion for a traditional one-shot library instruction session for upper-division environmental science and health & human science students. It was a 75 minute class (warm-up 20-30 minutes). The students needed to find articles and data for their climate change topics. The professor also asked if I could show them how to locate climate change information that had recently disappeared from several federal government websites.

I gave each student a worksheet with directions. In groups of two, students navigated the websites, shared their thoughts with a partner and answered the worksheet questions in writing. Then we had a class discussion and I collected the worksheets.

This activity can be modified for a communication studies, journalism or English class. Students can analyze the language of the new EPA website and compare it to earlier archived versions via the WayBack Machine. The term "climate change" was erased and replaced by terms like "extreme weather" and "resilience."