One-shot library instruction. This exercise is a "warm up" for the Wikipedia edit-a-thon co-sponsored by the Women's and Gender Studies Department. http://librarynews.lmu.edu/2017/03/wikipedia-edit-thon-gender-race-sexua...

This assignment was used two days after the election. It was designed as a non-partisan examination of Digital Politics and the power/limitations of Twitter.

This lesson took place in a sociology research methods course (created with Mary-Michelle Moore). Students were familiar with basic database searching techniques and were getting ready to do their own literature reviews on a sociology topic of their choosing followed by some assignments using SPSS to analyze existing data sets.

After a quick review on finding peer-reviewed journal articles, the librarian asks students "Where does data come from?" to talk about data sources.
Then students split into small groups to explore an article and its accompanying data set in Google Forms. (We have access to ICPSR so the questions ask students about an article that uses a dataset from ICPSR but FigShare or freely available sources could also be used).
After students complete the Google form the librarian pulls the class back together to discuss the answers.
The librarian also pulls up the codebook, questionnaire, and talks about the ways different researchers approach the same data set to answer their research questions.

Students struggle most with "what makes a data set trustworthy." They tended to focus on external indicators such as it's used in peer-reviewed articles, funders, and who the authors are. We also tried to emphasize the quality of the data itself as an indicator (completeness, sample size, questions asked, documentation, etc.).

Then students search for data sets on their research topics as well as other peer-reviewed articles through citation chaining in ICPSR.

This was a new unit added to a series of 3 information literacy sessions that graduates students complete in their Research Seminar course. The intention is to extend a lesson plan on using the internet for research to have students consider "the social, political, economic, and corporate systems that have power and influence over information production, dissemination, access, and consumption." (Gregory, L. and Higgins, S. (Eds.) (2013). Information literacy and social justice: Radical professional praxis. Sacramento, CA: Library Juice Press.) .

The campus-wide breakout sessions were from 11:00-12:30pm (1.5 hours). Faculty were encouraged to cancel classes 8am-12:30pm so that students could watch the Inauguration together and attend one breakout session.

• Inauguration Day Teach-in website:  https://web.archive.org/web/20180117195647/http://academics.lmu.edu/teachin/breakoutsessions/

The library decided to offer four 45-minute break out sessions. Approximately 90 students attended. Several staff members and faculty attended also.

• Library Breakout Session Description: 

https://web.archive.org/web/20170113072807/https://librarynews.lmu.edu/2017/01/keepin-real-tips-strategies-evaluating-fake-news/

This lesson was created by a Chemistry professor for his Honors college Chemistry course. It has been enhanced for IL and adapted for our college's QEP (theme: critical thinking). It was also adapted throughout attending a Backwards Design class as an example (Library Juice Academy) thus the GRASPS instructional design tool was used.

Content will be uploaded into their online course shell (in the course management system) for them to view prior to an in-person library session. This will include a short library orientation video and another short using library resources video – both of which I created in the last year.

Students will attend a face-to-face library session – a full 75-minute class.

This lesson was created by a Chemistry professor, Dr. Perdian, for his Honors college Chemistry course. It has been enhanced for IL and adapted for our college's QEP (theme: critical thinking). It was also adapted throughout attending a Backwards Design class as an example (Library Juice Academy) thus the GRASPS instructional design tool was used.

Content will be uploaded into their online course shell (in the course management system) for them to view prior to an in-person library session. This will include a short library orientation video and another short using library resources video – both of which I created in the last year.

Students will attend a face-to-face library session – a full 75-minute class.

This lesson was created as a possible proposal for embedding in a freshman level composition course with a thematic focus on sustainability as a part of the college's QEP (theme: critical thinking). The theme for this lesson is highly adaptable, as are the individual sources. The Elements of Thought referred to throughout the activity are from www.criticalthinking.org and the Paul-Elder Model for Critical Thinking.