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.

Environmental science students critically analyzed the Environmental Protection Agency’s (EPA) website and its treatment of climate change during the Trump, Obama, and Bush presidencies. This library “warm-up” activity was designed to raise awareness of data fragility and the long-term accessibility of government websites. As future science professionals, it’s important to think about how this impacts scientists and their work. Students were introduced to several tools including: The Internet Archive’s Wayback Machine, End of Term Archive, and Data Refuge. What happens when government web pages are hidden, moved, or deleted?

A hybrid teaching module with two elements: an interactive online module for students to complete ahead of class and a face-to-face lesson plan that builds on the skills learned in the online lesson. The in-class session provides students with a critical exploration of the purchasing power of minimum wages across states and/or the earnings gap between men and women employed full time.

The pre-class online course is titled: “FRED Interactive: Information Literacy” available through www.econlowdown.org. In the online course, students review a FRED graph made in the course; define the concepts nominal, real, and inflation; and discuss basic strategies for establishing the reliability of a data source.

The in-person class lesson is titled: ACRL Information Literacy Frames as FRED-Integrated Abilities: The frames Research as Inquiry, Information Creation as a Process, Scholarship as Conversation, and Authority Is Constructed and Contextual are highlighted. The instructor has two possible tasks for students;
-Option A, students work in FRED and use the formula real = (nominal/CPI)*100 to plot inflation-adjusted minimum wage rates for two states and compare the results.
-Option B, students work in FRED to plot and compare nominal and real earnings differentials for men and woman.

The lesson includes a variety of in-class and out-of-class assessment activities and links to resources and a glossary of terms provide additional learning opportunities.