Multidisciplinary

Submitted by Andrea Brooks on June 20th, 2017
Short Description: 

This resource and accompanying assignment focuses on evaluating news sources/claims and were used in an online information literacy class.

Relevant links: 
Overview & Additional ResourcesPrezi: Fact Checking ProLibWizard: Fact Checking Coffee Claims
Learning Outcomes: 

Students will be able to critically evaluate information sources using a number of factors, including the creator’s authority and perspective, the intended audience, the accuracy of the content, the context of the information need, and one's own perspective in interpreting the information

Discipline: 
Communication StudiesLibrary and Information ScienceMultidisciplinaryRhetoric, Composition, and Writing

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

Setting: Online, 8-week information literacy course. This three-credit course is typically taught as a 16-week semester offering, but was altered for a summer 2017 session. Context: As part of a larger module on evaluating information, students are presented with multiple resources/readings related to news sources, perspective of news sources, fake news/misinformation, and tips for evaluating claims. This particular assignment had students view a Prezi presentation titled Fact Checking Pro and then complete a LibWizard that presented multiple claims related to coffee/caffeine consumption. For each claim, students ranked the quality of the headline’s claim on a sclae of 1 (poor) to 5 (excellent), and provided an explanation for their choice. Students also had to describe the steps they took to fact check the claim.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

See provided links

Potential Pitfalls and Teaching Tips: 

It may be beneficial to provide more prompts in the LibWizard to gauge student fact-checking efforts. Some students were very detailed; others were not. Additionally, it would be interesting and maybe more interactive for the students if they could somehow see how their peers had rated the source. I’m not sure how to do this in the LibWizard, but there may be some other way to make this happen. In a face-to-face setting, this would be easier to accomplish

Suggested Citation: 
Brooks, Andrea. "Fact Checking Pro." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/fact-checking-pro-0.
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Teaching Resource

Classroom Assessment Techniques for Librarians

Classroom assessment techniques (CATs) are learner-centered activities that engage students in learning and yield actionable assessment results.

Teaching Resource

MLA Play

MLA Play consists of four lessons that guide the student to a better understanding of the essential patterns and formatting standards used in MLA format.

Teaching Resource

Primary and Secondary Sources Tutorial

This interactive learning module takes students through the process of identifying the differences between primary and secondary sources. The structure of the tutorial consists of four parts.

Teaching Resource

How to Research: Pima Community College Library Tutorials

These online, self-paced tutorials built in Articulate Storyline instruct students in academic-level research skills at point-of-need.

Teaching Resource

Y Search

A website produced by library instructors at Brigham Young University for use in blended learning instruction with First-Year Writing (FYW) classes.

Submitted by Lucinda Rush on April 18th, 2017
Short Description: 

An activity to teach students how to construct database searches using Boolean operators.

Attachments: 
AttachmentSize
PowerPoint slide displayed in class with directions.displayed 2263 times40.72 KB
AttachmentSize
Boolean Table Gamedisplayed 3552 times436.67 KB
Learning Outcomes: 

Students will use Boolean Operators (or “keyword connectors”) in database searching in order to find relevant resources for their research topics.

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

The activity is used with "one shot" instruction sessions at the beginning of class. The activity is set up on tables and students begin as soon as they enter the class. This signals to the student that this will be an active learning class. The activity is referred back to later in the class at the appropriate time. Activity could be used at any point during class.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

See attached.

Potential Pitfalls and Teaching Tips: 

This is a quick and informal activity. The particular activity is not assessed, but the concept is assessed later in class with a more in-depth searching activity.

Suggested Citation: 
Rush, Lucinda. "Boolean Table Game." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/boolean-table-game.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

Teaching Resource

Web Literacy Map

Interactive lesson planning tool for identifying the skills and competencies necessary for reading, writing and participating on the web.

Teaching Resource

Web Literacy for Student Fact-Checkers

The web is a unique terrain, substantially different from print materials. Yet, too often attempts at teaching information literacy for the web do not take into account both the web’s unique challenges and its unique affordances.

Submitted by Kim Pittman on April 4th, 2017
Short Description: 

In this workshop, students learn about the driving forces behind fake news, reflect on how our opinions impact the way we evaluate information, and discuss and practice using criteria for evaluating news. The workshop includes a brief presentation on fake news and cognitive biases, reflection prompts for students to respond to, and an activity in which students work in groups to evaluate different news articles on a common topic.

Relevant links: 
Workshop materials (slides, outline, and activity worksheet)
Learning Outcomes: 

Students will be able to evaluate sources based on information need and the context in which the information will be used. Students will be able to recognize cognitive biases in order to reflect on how those biases influence their thinking about source credibility.

Discipline: 
Communication StudiesLibrary and Information ScienceMultidisciplinaryRhetoric, Composition, and Writing

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

We offered this as a standalone workshop, and invited instructors in our writing program to offer extra credit to students who attended. We’ve also adapted the workshop for public library and community settings. The workshop generally takes about an hour and could easily be used in one-shot library instruction.

Potential Pitfalls and Teaching Tips: 

The closing activity works best with a topic that students find relatable and interesting, but one that they may not already have especially strong opinions about. We’ve used the topic of affordable housing in our region. We choose articles that represent a variety of news source types (in-depth articles, editorials, short blog posts or overview articles) that illustrate different viewpoints and levels of depth and analysis. If working with a smaller group or a longer time period, we recommend assigning each group two articles in order to allow them to compare the two. If offering this workshop as a standalone workshop (rather than course-integrated), we recommend including an opportunity for students to introduce themselves to each other in the opening think/pair/share. After they’ve had a chance to talk to each other, ask each pair to share their response to one of the reflection questions with the larger group. This serves as an icebreaker and increases student participation throughout the workshop.

Collaborators: 
Kayleen Jones
Suggested Citation: 
Pittman, Kim. "What's Happening? Evaluating News in a Time of Information Overload." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/whats-happening-evaluating-news-time-information-overload.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

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