This activity asks students to work in groups to evaluate Internet sources to meet a research need. Students will use their available wireless devices, smartphones, tablets, computers, or laptops to retrieve the URLs provided to them. Working together, students will ask evaluation questions, guided by a CRAAP handout (attached) or instructor. Then, groups will share their findings with the class. o Students are grouped (3-4 students per group, number of groups in total is irrelevant what it important is the size of the group remains very small). o Each group is handed a scenario card – a 3x5 index card with a URL, beneath the URL is a topic/ question for research. Each student should also receive an Internet evaluation handout with the CRAAP criteria for evaluation on it. (These cards will be created by the instructor. They are recommended to be realistic, likely research questions/ topics for their course and the URLs should be likely search results. Results should vary between acceptable, recommended sources and not recommended sources.) o Students should be given a short time to review - 3-5 mins. Instructor should stress how quickly students can move through a website to capture information such as publication dates and check source links. o At the end of the review period, each group will have a spokesperson make their case to which the class can engage with questions as to the criteria. This activity can be repeated multiple times. It is highly adaptable and reusable.

This is a short, engaging activity suitable for learners of all levels. In it, students evaluate web sources that are provided by an instructor using the acronym CRAAP (currency, relevance, accuracy, authority, and purpose). Students work together in groups and explore evaluation processes aloud, with guidance from the CRAAP cards and the instructor. This is an adaptation of various evaluating sources activities available in LIS literature and professional resources. This activity is ideally implemented as a kind of collaborative game moderated by the instructor. It is highly adaptable. o Students are grouped into 5 groups - one for each criterion of CRAAP. Each group will receive a CRAAP card or 3x5 index card with evaluation questions pertaining to Currency, Relevance, Accuracy, Authority, and Purpose – different for each table. o A source will be shared with the class on the projector. These sources will include scholarly articles, websites (blogs and orgs), and reference entries. It is essential that the instructor select sources that are relevant to their students (either by course, subject, or level) and that would be likely results on a student Internet search for a research topic/ question. o Each group will evaluate the source aloud on the single criterion they’ve been assigned. If it “passes,” then the source gets asked the next question. If it “fails,” the source is dismissed. o This activity can be repeated with various websites or web sources.

For this activity students are asked to imagine that they are organizing a party, specifically a scholarly party. Groups are given a starting article that they evaluate and use as a jumping off point for choosing a theme for their party and finding more sources. Their theme acts as an early version of a research question. Following citations backwards and forwards groups invite other scholars who would have relevant things to say about their theme. Students also assess gaps in their invite list and identify other scholars from different perspectives or discipline who should also be invited.

Students create an entry in the Fremont Wiki - http://localwiki.net/fremont. Students incorporate information literacy concepts, have hands-on experience conducting research, and create actual content on the Internet [while also learning how easy it is for anyone to change that content]. It could also be a great chance to get students into local museums and archives.