Multidisciplinary

Submitted by Elisa Acosta on July 2nd, 2017
Short Description: 

This activity was created to introduce first-year students to library resources they can use for their annotated bibliography assignment. In pairs, students are assigned a task card that requires them to find an information source. After finding a source meeting the criteria of their task card, the student teams input their answers into a Google Form. Formative assessment takes place during class, allowing the librarian to modify instruction on-the-spot based on the responses from the form.

Summative assessment takes place at the end of the semester, when a rubric is applied to a sample of student responses from the activity. This assessment provides a more thorough picture of where students may have succeeded or struggled with the activity, and may provide ideas for how to adjust the activity in the future.

This recipe is from The First-Year Experience Cookbook, edited by Raymond Pun and Meggan Houlihan and written by Elisa Slater Acosta and Katherine Donaldson.

Relevant links: 
Taste Testing for Two: Using Formative and Summative AssessmentTask CardsGoogle Form Additional Resources
Learning Outcomes: 

The student will use information ethically by providing basic citation information for their source.
The student will be able to identify the appropriate information type based on their information need.
The student will be able to properly identify the format of the information source they find.
The student will be able to use effective keywords for their information need.
The student will be able to describe the purpose of a specific information source.
The student will be able to articulate how they could support a social justice argument using a source.
The student will be able to find a relevant source to match their information need.

Discipline: 
EnglishMultidisciplinaryRhetoric, Composition, and Writing

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This activity takes place after the Research Exploration Exercise and before the Annotated Bibliography .

Collaborators: 
Katherine Donaldson
Suggested Citation: 
Acosta, Elisa. "Taste Testing for Two: Using Formative and Summative Assessment." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/taste-testing-two-using-formative-and-summative-assessment.
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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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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

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.

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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.

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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.

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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 2295 times40.72 KB
AttachmentSize
Boolean Table Gamedisplayed 3606 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.

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