This think-pair-share activity in which students compare a popular and scholarly source will help them progress from answering observable questions (type of language and format) to analytical questions (intended audience). As a class, students will discuss their answers and talk about whether the popular source accurately represented the scholarly source.
Students will describe the information creation process for popular and scholarly sources, compare and contrast the type of information disseminated by each, and explain the ways in which authority and accuracy are contingent upon information need. Therefore, students will evaluate the accuracy and authority of a source based on discipline and information need and recognize and select appropriate resources for academic research.
Using technology can unnecessarily complicate this activity, so printing articles and using the Post-it Note option would be better for a low-tech option.
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.
How to get the few really motivated students involved? By asking them to fulfil « side-quests » learning activities in a structured itinerary :
1) Present a short but engaging initiation [sur quoi?] (15 min.) ;
2) After identifying the motivated students, give them a formal checklist [pour quoi?];
3) If needed, provide minimum mentoring and follow-up
Here are two examples : 5-steps self-initiation on how to contribute to Wikipedia and 12-weeks program to start a blog on research topic.
The purpose of this activity is to inspire students to adopt structured methods when they explore and retrieve information. It is based on lab notebooking methods and on managing and documenting the flow of references in Zotero, a reference management software.
The first principle is based on a tree of collections to manage the references arriving in the Zotero library. Some basic methods are suggested and the students are invited to create their own. The second principle is based on standalone notes to document all the research process through online database, libraries and experts.
This website provides several subject-specific guides to ICT literacy resources (bibliographies, websites, articles, learning activity ideas) to help faculty incorporate ICT literacy into their curriculum.
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.
Students will learn how to closely read and annotate policy, how to use Timeline JS, and how to present complex information in a concise and visual format.
Course Context (e.g. how it was implemented or integrated):
Students worked in groups of three. Video tutorials were made to teach them how to use Timeline JS and the digital scholarship librarian checked in on them periodically and made herself available when they needed help.
The resources included represent 12 data-driven assignments created by USC faculty recipients of the Provost's Data-Driven Assignment Grant Program in Spring 2015.
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