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Submitted by Nicole Hennig on September 8th, 2021
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Short Description: 

Understand the difference between primary and secondary sources, and between popular and scholarly sources.

Relevant links: 
What Types of Sources Do I Need?Popular vs Scholarly Sources
Learning Outcomes: 

    Know the difference between primary and secondary sources.
    Understand that the same source can sometimes be used as either a primary or secondary source.
    Know the difference between popular and scholarly sources.

Discipline: 
Communication StudiesEnglishHistoryLiberal Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This tutorial can serve as a stand-alone tutorial or can be used in the flipped classroom.

Collaborators: 
Yvonne Mery
Suggested Citation: 
Hennig, Nicole. "What Types of Sources Do I Need?." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/what-types-sources-do-i-need.
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Submitted by Carolyn Caffrey on June 9th, 2021
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Short Description: 

A toolkit with various instructional materials to teach media and news literacy. Includes an online activity "Fairness and Blanace" where students watch a short video on journalistic standards and answer discussion questions. Then, students can take one or both interactive tutorials on "Lateral Reading" with a focus on fact-checking and/or "Evaluating Information" based on an information need. Also includes a video on the "Anatomy of a News Website" with reflective questions and in-class assignment ideas for librarians or instructors.

Created by Tessa Withorn, Carolyn Caffrey Gardner, Aric Haas, and Amalia Casteneda.

Attachments: 
AttachmentSize
Teaching_Media___News_Literacy_at_CSUDH.pdfdisplayed 1407 times195.79 KB
Relevant links: 
Media & News Literacy Toolkit
Learning Outcomes: 
  • Identify characteristics of news sources (genre, balance, fairness, sources, etc.) in order to effectively interpret news information.
  • Evaluate evidence presented in news sources for verification, independence and accountability.
  • Identify capabilities and constraints of news and emerging media information sources.
  • Recognize the role cognitive bias plays in interpreting and evaluating information in news and emerging media sources.
  • Describe skepticism of news sources as a healthy part of the journalism ecosystem.
Discipline: 
Communication StudiesMultidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Collaborators: 
Tessa Withorn
Suggested Citation: 
Caffrey, Carolyn . "Media & News Literacy Toolkit." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/media-news-literacy-toolkit.
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Submitted by Carolyn Schubert on May 6th, 2021
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Short Description: 

We use Google every day, but we do really understand why we get certain results? This event will explain what an algorithm is, how search engines use them, and how bias exists in our search results. Attendees will have a chance to reflect on the ways biased results can echo larger biases for representation in society.  Access this site at your convenience at: https://jmu.libwizard.com/f/algorithms-bias

Co-creators: Malia Willey and Alyssa Young.

AttachmentSize
Tutorial Outline.docxdisplayed 867 times36.47 KB
Relevant links: 
Algorithms Applied videoWho Defines an Algorithms Success videoImpact of Algorithm Changes video
Learning Outcomes: 

Learning goals: 

  • Defining a broader context for algorithms 

  • Analyzing Google results for algorithmic bias 

  • Identifying actions for countering algorithmic bias

Discipline: 
Computer ScienceLibrary and Information Science

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Suggested Citation: 
Schubert, Carolyn. "What’s Behind a Web Search? Bias and Algorithms ." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/what%E2%80%99s-behind-web-search-bias-and-algorithms.
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Submitted by Evelyn Hudson on May 5th, 2021
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Short Description: 

In this hands on activity, students will find and compare/contrast news stories on a single current event/topical discussion to learn the importance of lateral reading and understand how bias can influence information production. 

Attachments: 
AttachmentSize
This document contains the lesson plan including learning objectives, resources needed, and timeframe.displayed 1016 times20.83 KB
A handout version of the assignment for students containing instructions and media bias chart.displayed 823 times456.33 KB
Relevant links: 
AllSides Media Bias Ratings
Learning Outcomes: 
  • Students will be able to find a variety of resources relating to a topic
  • Students will learn to evaluate credibility of information and information creators
  • Students will learn to read laterally relating to current events
Discipline: 
Library and Information Science

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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: 
Hudson, Evelyn. "OMG, Laterally!: Objective media gathering and lateral reading Activity." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/omg-laterally-objective-media-gathering-and-lateral-reading-activity.
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Submitted by Hillary Richardson on April 21st, 2021
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Short Description: 

This assignment was created to help undergraduate students use research articles to help inform their argument about a "text."  This exercise has been used in library instruction sessions for art history, composition, english literature, women's studies, and history classes. After reflecting on what they know about a text (or image or multimedia), brainstorming search terms, and tracking relevant patterns in search results, students can synthesize information from a variety of sources in an organized, methodological fashion. 

Attachments: 
AttachmentSize
Research Matrix Exercise.pptxdisplayed 1336 times111.33 KB
Research Matrix_handout.docxdisplayed 1154 times369.2 KB
Learning Outcomes: 

Students will be able to brainstorm and refine research topics by brainstorming search terms, identifying relevant resources, and charting related topics

Discipline: 
ArtClassicsEnglishFilm and TVHistoryLiberal StudiesPhilosophyWomen's Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

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

This lesson was originally created to assist with organizing ideas and sources for a literature review, but was edited to simplify objectives and condense the lesson for shorter assignments 

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

See attached files

Potential Pitfalls and Teaching Tips: 

This can be done for individual students or in small groups. In addition to sending this document directly to students (either as a file or in a printed handout), create separate Google docs (or some other interactive document platform) for them to work in together. 

Suggested Citation: 
Richardson, Hillary. "Research matrix: synthesizing search results." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/research-matrix-synthesizing-search-results.
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Submitted by Lydia Bello on March 31st, 2021
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Short Description: 

During this activity, students work with their lab partners to apply Mike Caulfield’s “Four Moves and a Habit” to a piece of science information they have found on the open web.

Attachments: 
AttachmentSize
Lesson Plan displayed 1287 times229.33 KB
Pre-lab Canvas Quiz questions developed by Andrea Verdan, Seattle University Chemistry displayed 1407 times99.7 KB
In Class Activity Templatedisplayed 1273 times55.69 KB
Relevant links: 
Web Literacy for Student Fact-Checkers, by Mike Caulfield
Learning Outcomes: 
  • Upon completing this activity, students will
    • Identify strategies to evaluate scientific information or media on the web in an efficient manner
    • Understand the characteristics that differentiate scholarly versus popular literature
Discipline: 
BiologyChemistryEnvironmental StudiesMultidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

I use this activity every year in the lab section of General chemistry. At this level of chemistry students are rarely doing research work that involves chemistry literature, and don’t necessarily have chemistry research questions or a need for understanding the library research databases for for the class. However, students at this level are engaging with science information in the classroom and outside the classroom, and this is a great opportunity to build skills needed to engage with information in online spaces. 

Since I developed this assignment, Mike Caulfield has developed a new framework based on the Four Moves, called SIFT. At this point I’ve stayed with Four Moves and a Habit because it comes with an open textbook that I can assign pre-class reading from, and because the named concept of lateral reading has been useful for students.

Many thanks to Andrea Verdan, Seattle University Chemistry, for her work on developing this lesson plan and developing the pre-lab quiz questions.

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

I’ve included a lesson plan, word document of the in-class activity, and copy of quiz questions used in Canvas as a pre-lab quiz. The lesson plan does not include much of the language I use to describe the concepts. If you want to know how I frame my explanations, please don’t hesitate to ask! 

Assessment or Criteria for Success
Assessment Short Description: 
There is no assessment criteria for this assignment, other than completion.
Potential Pitfalls and Teaching Tips: 

THe most successful way to teach these moves is to demonstrate them live, with all the risks that may entail. It is useful to identify one or two examples that you can use to practice the different moves. During the activity it is useful to keep an eye on the collaborative document (Google Doc) students are working on, and use it to check in with individual groups. 

Suggested Citation: 
Bello, Lydia. "“Four Moves and a Habit” in General Chemistry Lab ." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/%E2%80%9Cfour-moves-and-habit%E2%80%9D-general-chemistry-lab-0.
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Submitted by Lydia Bello on March 31st, 2021
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Short Description: 

During this activity, students work with their lab partners to apply Mike Caulfield’s “Four Moves and a Habit” to a piece of science information they have found on the open web.

Attachments: 
AttachmentSize
Lesson Plan displayed 1287 times229.33 KB
Pre-lab Canvas Quiz questions developed by Andrea Verdan, Seattle University Chemistry displayed 1407 times99.7 KB
In Class Activity Templatedisplayed 1273 times55.69 KB
Relevant links: 
Web Literacy for Student Fact-Checkers, by Mike Caulfield
Learning Outcomes: 
  • Upon completing this activity, students will
    • Identify strategies to evaluate scientific information or media on the web in an efficient manner
    • Understand the characteristics that differentiate scholarly versus popular literature
Discipline: 
BiologyChemistryEnvironmental StudiesMultidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

I use this activity every year in the lab section of General chemistry. At this level of chemistry students are rarely doing research work that involves chemistry literature, and don’t necessarily have chemistry research questions or a need for understanding the library research databases for for the class. However, students at this level are engaging with science information in the classroom and outside the classroom, and this is a great opportunity to build skills needed to engage with information in online spaces. 

Since I developed this assignment, Mike Caulfield has developed a new framework based on the Four Moves, called SIFT. At this point I’ve stayed with Four Moves and a Habit because it comes with an open textbook that I can assign pre-class reading from, and because the named concept of lateral reading has been useful for students.

Many thanks to Andrea Verdan, Seattle University Chemistry, for her work on developing this lesson plan and developing the pre-lab quiz questions.

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

I’ve included a lesson plan, word document of the in-class activity, and copy of quiz questions used in Canvas as a pre-lab quiz. The lesson plan does not include much of the language I use to describe the concepts. If you want to know how I frame my explanations, please don’t hesitate to ask! 

Assessment or Criteria for Success
Assessment Short Description: 
There is no assessment criteria for this assignment, other than completion.
Potential Pitfalls and Teaching Tips: 

THe most successful way to teach these moves is to demonstrate them live, with all the risks that may entail. It is useful to identify one or two examples that you can use to practice the different moves. During the activity it is useful to keep an eye on the collaborative document (Google Doc) students are working on, and use it to check in with individual groups. 

Suggested Citation: 
Bello, Lydia. "“Four Moves and a Habit” in General Chemistry Lab ." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/%E2%80%9Cfour-moves-and-habit%E2%80%9D-general-chemistry-lab.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Paizha Stoothoff on February 17th, 2021
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Short Description: 

Digital timelines enable us to tell stories visually by connecting non-linear moments: events, reactions, and experiences. This assignment includes a lesson plan and worksheet for teaching with timelines. Timelines work best when they are created as a project for a course, since they take time to develop. Project ideas include: alternatives to the research paper in humanities and Literature courses; embedding timelines in website projects where students also create bibliographies of secondary sources; and library archival projects to showcase student work or a collection with an open-source tool if space or platforms are limited.

The lesson plan and worksheet are designed around Knightlab TimelineJS, but can be adapted for use with other timeline tools. Also included is a guide for selecting a timeline tool for instructors.

Attachments: 
AttachmentSize
Timeline Lesson Plan.docxdisplayed 868 times35.18 KB
Timeline Worksheet.docxdisplayed 844 times27.96 KB
Choosing a Timeline Creator_for instructors.docxdisplayed 753 times35.51 KB
Relevant links: 
Creating Timelines with Knightlab LibGuide
Learning Outcomes: 

Students will:

  • Demonstrate an understanding of the scholarly discourse and/or cultural, historical context for a topic.
  • Use basic digital skills required for developing digital projects including use of URL links, embed code, alternative text for media.
  • Select appropriate materials for timelines including images, articles, and other resources available through library databases, library archives, and open web resources.
Discipline: 
EnglishHistoryLibrary and Information ScienceMultidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This lesson plan was implemented in a Victorian Literature upper division English class. The Professor assigned students a final website project as an alternative to the research paper. On their website, they included the following pages: About, Timeline, Reflection, and Works Cited. This workshop aided students in creating and finding resources for their timeline, and provided citation guidance as well. Archives and Special Collections at our University has also used Knightlab Timeline to create a digital exhibit with student interns to be embedded into a departmental project.

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

A supplemental LibGuide, Creating Timelines with Knightlab, was designed by the Humanities Librarian for all instructors/librarians/archivists interested in using the tool in their projects or courses.

LibGuide: https://libguides.calstatela.edu/c.php?g=1124920&p=8205317

Assessment or Criteria for Success
Assessment Short Description: 
Assessment may include student's grades for course projects. Professors did not use a rubric for grading the timeline, but there may be opportunities to develop a rubric for them in the future.
Potential Pitfalls and Teaching Tips: 

Part two, registering for Knightlab, will take time. There are some technical nuances that come up with using the Timeline (which the FAQ in the LibGuide aims to address). To avoid spending the whole library session on registration and using the tool, have students register in class and spend the remainder finding sources. Students can 'plug in' their content at home and follow-up with any questions. When piloting this worksheet and lesson plan, about 5 students reached out with some technical questions to the Librarian. Updating the FAQ to answer common questions proved useful for the Librarian and for students.

Also, tailor the resources you share based on the context for the timeline. For example, if it's being used for a Victorian Literature class, I would emphasize the British Library, ArtStor, free Images, and Britannica Online. If it's being used for 19th Century Novel, I would emphasize 19th century newspapers, ArtStor, free images, and possibly Women's Studies Archives.

 

Suggested Citation: 
Stoothoff, Paizha. "Creating a Timeline with Knightlab." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/creating-timeline-knightlab.
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Submitted by Justin de la Cruz on October 22nd, 2020
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Short Description: 

Background information, assignment, and reflection on analyzing popular information.

Attachments: 
AttachmentSize
Verifying Popular Information.pdfdisplayed 1014 times76.51 KB
Learning Outcomes: 

Students will learn how to analyze popular information.

Students will reflect on how they receive and share information.

Discipline: 
Library and Information Science

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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: 
de la Cruz, Justin. "Verifying Popular Information." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/verifying-popular-information.
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Submitted by Justin de la Cruz on October 22nd, 2020
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Short Description: 

Background information, assignment, and reflection on analyzing information received from the news.

Attachments: 
AttachmentSize
Verifying Information in the News.pdfdisplayed 1066 times78.14 KB
Learning Outcomes: 
Students will learn how to analyze the information they receive from the news.
Students will reflect on how they receive and share information.
Discipline: 
Library and Information Science

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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: 
de la Cruz, Justin. "Verifying Information in the News." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/verifying-information-news.
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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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