Multidisciplinary

Submitted by Pascal Martinolli on July 24th, 2018
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Short Description: 

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.

Attachments: 
AttachmentSize
foutaisometre-french.pdfdisplayed 1751 times278.34 KB
Learning Outcomes: 

Summary of the evaluation of sources activity. Wrap-up.

Discipline: 
AnthropologyArchaeologyBusinessClassicsCommunication StudiesEconomicsEducationEnglishEthnic StudiesHistoryInformation ManagementLiberal StudiesLibrary and Information ScienceLinguisticsMultidisciplinaryPhilosophyPolitical SciencePsychologySocial WorkSociologyTheologyWomen's Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

Course Context (e.g. how it was implemented or integrated): 
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Martinolli, Pascal. "Foutaisomètre / Bullshit-o-meter." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/foutaisom%C3%A8tre-bullshit-o-meter.
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Submitted by Pascal Martinolli on July 24th, 2018
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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.

Attachments: 
AttachmentSize
Description of the activity (in English)displayed 1793 times587.94 KB
Description de l'activité (en français)displayed 1762 times753.58 KB
Relevant links: 
Download ZotLog for Zotero (in French)Video tutorial (in French, with English subtitles)
Learning Outcomes: 

Adopting structured methods when exploring and retrieving informations;
Managing and documenting the flow of references in Zotero.

Discipline: 
AccountingAnthropologyArchaeologyArtBiologyBusinessChemistryClassicsCommunication StudiesComputer ScienceDanceEconomicsEducationEngineeringEnglishEnvironmental StudiesEthnic StudiesFilm and TVGeologyHealthHistoryInformation ManagementLawLiberal StudiesLibrary and Information ScienceLinguisticsMathematicsMultidisciplinaryMusicPhilosophyPhysicsPolitical SciencePsychologyRhetoric, Composition, and WritingSocial WorkSociologyTheater ArtsTheologyUrban StudiesWomen's Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

Suggested Citation: 
Martinolli, Pascal. "ZotLog: Inspiring students to adopt structured methods in Zotero." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/zotlog-inspiring-students-adopt-structured-methods-zotero.
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Submitted by Elisa Acosta on July 18th, 2018
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Short Description: 

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?

Attachments: 
AttachmentSize
Discussion Aid (PowerPoint with screenshots)displayed 1325 times5.16 MB
Additional Resourcesdisplayed 1632 times17.57 KB
Worksheetdisplayed 913 times544.39 KB
Relevant links: 
Conference PresentationCourse LibGuide
Learning Outcomes: 

1.Students will begin to discuss how social, economic, and power structures influence the production and dissemination of climate change information on the EPA website. 2.Students will recognize how government priorities impact federal websites and data accessibility. 3.Students will be able to search the Internet Archive’s Wayback Machine in order to find missing or deleted government web pages.

Discipline: 
Environmental StudiesLibrary and Information ScienceMultidisciplinaryPolitical ScienceRhetoric, Composition, and WritingSociologyUrban Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This was a library "warm-up" activity and discussion for a traditional one-shot library instruction session for upper-division environmental science and health & human science students. It was a 75 minute class (warm-up 20-30 minutes). The students needed to find articles and data for their climate change topics. The professor also asked if I could show them how to locate climate change information that had recently disappeared from several federal government websites.

I gave each student a worksheet with directions. In groups of two, students navigated the websites, shared their thoughts with a partner and answered the worksheet questions in writing. Then we had a class discussion and I collected the worksheets.

This activity can be modified for a communication studies, journalism or English class. Students can analyze the language of the new EPA website and compare it to earlier archived versions via the WayBack Machine. The term "climate change" was erased and replaced by terms like "extreme weather" and "resilience."

Assessment or Criteria for Success
Assessment Short Description: 
I collected their worksheets and read the student responses. This gave me the opportunity to hear from the quiet students who didn’t speak up during the discussion. I also saw where students struggled with the activity.
Potential Pitfalls and Teaching Tips: 

Instead of counting how many times “climate change” is mentioned on the EPA home page, some students used the search box and received 10,000+ results.

Suggested Citation: 
Acosta, Elisa. "Missing Information Has Value: Climate Change and the EPA website." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/missing-information-has-value-climate-change-and-epa-website.
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Submitted by Jennifer Smith on July 11th, 2018
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Short Description: 

This short lesson introduces identifying search terms with a Koosh ball. The 10 minute activity can be used in one-shot instruction sessions or built in to credit bearing information literacy courses.

Attachments: 
AttachmentSize
Activity instructionsdisplayed 3041 times250.75 KB
Relevant links: 
Generally spherical object with floppy filaments to promote sure capture
Learning Outcomes: 

Identify relevant search terms for a given topic.

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This activity was originally designed for a patent searching session for an upper level engineering course. I used it to prepare groups for brainstorming keywords for their group invention. I have found that it easily translates to other multidisciplinary courses and can be used with groups or individuals.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Smith, Jennifer. "What is this thing? Koosh balls and search terms." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/what-thing-koosh-balls-and-search-terms.
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Submitted by Jen Hasse on July 9th, 2018
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Short Description: 

A one-shot or seminar class on fake news tied to source evaluation. Examination of the factors at play in the creation of misinformation; insight into how to select sources; tools and strategies for evalutating content of stories, authors, and news outlets.

Attachments: 
AttachmentSize
evaluating information - fake news & craap + stereotypes + epic.pptxdisplayed 1769 times2.87 MB
Relevant links: 
Lesson Plan Libguide
Learning Outcomes: 

● Students will discuss and reflect on their own encounters/experiences with “fake news” and erroneous information ● Students will investigate and consider different theories or explanations for why people fall prey to “fake news” ● Students will identify motivations for the creation of misleading or inaccurate information ● Students will be introduced to tools for identifying and counteracting fake news and develop their own strategies for weeding out problematic sources and selecting credible sources

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This course is typically taught as part of a one-credit information literacy first year seminar. Class is 50 minutes once per week.

Suggested Citation: 
Hasse, Jen . "Fake News: Fight Back ." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/fake-news-fight-back.
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Submitted by Sara Davidson Squibb on June 25th, 2018
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Short Description: 

The Value of Free and Deep Web Resources (aka Google vs. Databases)

Attachments: 
AttachmentSize
Lesson Plan - Value of Free and Deep Web Resourcesdisplayed 3597 times27 KB
Handout - Scenarios - Where to Search?displayed 1466 times80.45 KB
Handout Key - Scenarios - Where to Search?displayed 1190 times16.26 KB
Blank Chart - Compare Pros Cons - Google vs Databasesdisplayed 1162 times48.41 KB
Learning Outcomes: 

Students will be able to …
• articulate the value of using both the free web (e.g. Google) and the deep web (e.g. databases) to find sources.
• recognize that an information need may influence where one chooses to search.

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

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

We created this lesson for using in beginning composition classes with the intent that Writing instructor could adopt and incorporate this content and conversation into their course. A librarian taught this lesson in one of these classes though she modified Part III to be less formal.

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

See attached.

Assessment or Criteria for Success
Assessment Short Description: 
Return to the outcomes and ask students to articulate the value of Google and databases. Ask what factors they will consider when determining where to search.
Potential Pitfalls and Teaching Tips: 

It is helpful to have two screens when comparing results from Google vs. a selected database. It can be easy to get into the weeds of using the search tool when this is not the focus of the lesson. There is opportunity to change search scenarios to topics being discussed in the class.

Collaborators: 
Elizabeth McMunn-Tetangco
Suggested Citation: 
Davidson Squibb, Sara . "Where Should I Search? It Depends!." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/where-should-i-search-it-depends.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

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