This 30-minute activity demonstrates how to search in Google Scholar and explains how results are ranked. It requires students to explore Google Scholar and encourages students to reflect on potential biases this tool might have in regards to research. This lesson plan was Part 2 of an hour-long workshop that also included a 30 minute search engine algorithmic bias lesson. Please see Elisa Slater Acosta's page for part 1: https://www.projectcora.org/assignment/exploring-algorithmic-bias-summer...

This 30-minute activity was a quick introduction to algorithmic bias and the importance of critically evaluating search engine results. Algorithms increasingly shape modern life and can perpetuate bias and discrimination. In pairs, students analyzed the results from Google Image searches and Google Autocomplete suggestions. This activity was based on “Algorithms of Oppression: How Search Engines Reinforce Racism,” by Safiya Umoja Noble. This lesson plan was Part 1 of an hour-long workshop that also included a 30 minute Google Scholar activity. Please see Jennifer Masanaga's Google Scholar activity for Part 2: https://www.projectcora.org/assignment/exploring-google-scholar-summer-b...

The “Open Access: Strategies and Tools for Life after College” workshop was developed to give students the tools to continue academic research after graduation. Students may not recognize that the library provides many electronic resources for their research that is automatically given to them during their enrollment; by acknowledging their privileged access to information, they are prepared to be responsible researchers beyond campus. The workshop was requested by international students who were concerned about losing access to LMU resources when they returned home.

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.

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.

Synthèse ludique des ateliers d'évaluation des sources. Peut être utilisé comme récompense : un exemplaire plastifié est offert à l'étudiant qui trouve l'erreur volontairement insérée dans la formation (les autres n'ont que la feuille en papier). Autre utilisation : trouver le document le plus faible parmi vos références, ou parmi les références du syllabus de tel cours.

Gamified summary for the evaluation of sources activity. A laminated copy could be used as award for the first student who discovers the mistake deliberately put in the learning activity; the other participants only get a paper copy of the sheet. Another use : in a list of bibliographic references, find the weakest one.

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.