Individual

Submitted by Paizha Stoothoff on February 17th, 2021
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 1025 times35.18 KB
Timeline Worksheet.docxdisplayed 1047 times27.96 KB
Choosing a Timeline Creator_for instructors.docxdisplayed 891 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
Short Description: 

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

Attachments: 
AttachmentSize
Verifying Popular Information.pdfdisplayed 1360 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
Short Description: 

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

Attachments: 
AttachmentSize
Verifying Information in the News.pdfdisplayed 1400 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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Submitted by Samuel Putnam on October 15th, 2020
Short Description: 

This assessment asks undergraduate engineering students to review, rate, and explain their decisions relating to the credibility of information resources and information containers. Students are asked to review various resources as well as containers. After reviewing, students assign each resource or container with one of three ratings: green (always credible), yellow (potentially credible with further investigation), or red (never credible). Last, students explain their decision in relation to each resource or container. Ideally this task is given twice during a semester, before and after information literacy instruction.

Attachments: 
AttachmentSize
Green Means Go Ahead and Cite That.docxdisplayed 824 times22.06 KB
Relevant links: 
"Green Means..." Activity in Qualtrics
Learning Outcomes: 

Students will be able to explain their decision-making process as it relates to citations.

Students will be able to analyze different resources and containers to make better informed decisions.

Students learn to distinguish between various information containers in virtual environments.

Discipline: 
Engineering

Information Literacy concepts:

Individual or Group:

Ability Level:

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

This assessment was integrated into a Professional Communication for Engineers course at the beginning and end of the semester. During the semester, students participated in several asynchronous information literacy instruction sessions.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Putnam, Samuel. "“Green Means Go Ahead and Cite That”: A Citation Activity for Undergraduate Engineering Students." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/%E2%80%9Cgreen-means-go-ahead-and-cite-%E2%80%9D-citation-activity-undergraduate-engineering-students.
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Submitted by Yvonne Mery on October 6th, 2020
Short Description: 

Developed in order to move students away from an outdated checklist approach to evaluating online content, we developed this tutorial to teach students how to read laterally and think critically. This tutorial consists of several small chunks of microlearning activities including an assignment. Students can complete as much or as little as they feel they need.

Relevant links: 
How Do I Evaluate Online Information
Learning Outcomes: 
  • Students will explain why online information needs to be evaluated for trustworthiness
  • Students will describe the strategy of lateral reading that fact checkers employ to verify trustworthiness
  • Students will describe the criteria of process, expertise, and aim
  • Students will apply the skill of lateral reading related to societal and political issues 
  • Students will evaluate different online articles for trustworthiness using the three criteria of process, expertise, and aim

 

 

 

 

 

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 and optional assignment can serve as a stand alone tutorial or can be used in the flipped classroom. 

Suggested Citation: 
Mery, Yvonne . "How Do I Evaluate Online Information by Reading Laterally?." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/how-do-i-evaluate-online-information-reading-laterally.
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Submitted by Tara Cataldo on September 29th, 2020
Short Description: 

The assignment has students search the same topic in Google and the Web of Science or BIOSIS database. They are asked to pick one result from each search, identify its components (title, author, year) and identify the container of the information (journal, book, news, etc.). They are then asked to compare and reflect on the different results. 

Attachments: 
AttachmentSize
Google vs WoS assignment.pdfdisplayed 955 times93.55 KB
Learning Outcomes: 
  1. Examine the difference between searching the open web and a literature database
  2. Identify the containers of digital information
  3. List the parts of a scholarly citation 

 

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: 
Cataldo, Tara. "Google vs. Web of Science." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/google-vs-web-science.
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Submitted by Elizabeth Dobbins on May 15th, 2020
Short Description: 

How can we facilitate first-year student engagement with critical Framework concepts, especially in a one-shot class? This active learning activity is designed to teach source evaluation in a 50-minute class. The activity, which incorporates elements of problem-based learning and uses a flipped classroom approach, was added to our institution’s first-year experience course. Prompting students to consider a local issue, the activity requires students to evaluate sources represented as “source cards,” choose sources they would use in the context of the assignment, and justify their decisions. Motivated by the challenge and relevance of the activity, students work cooperatively to consider questions at the heart of the ACRL Framework for Information Literacy. 

Attachments: 
AttachmentSize
Lesson Plan - At our institution, this is taught as part of the First-Year Experience coursedisplayed 1860 times790.35 KB
In-Class Activity - Hand this scenario sheet out to students to begin the activitydisplayed 1469 times70.09 KB
Source Cards - PDF (Editable Publisher file avail. at https://tinyurl.com/GICOIL2020-sources)displayed 1867 times3.69 MB
Relevant links: 
All Documents (Editable)Course Research Guide (Incl. Pre-Work)
Learning Outcomes: 

Students will be able to:

  • Distinguish between various types of sources for a research assignment (book, blog post,
  • newspaper, journal article, etc.)
  • Evaluate the academic value of various types of sources by considering its currency, relevance, authority, accuracy, and purpose.
Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

At our institution, this lesson plan is integrated into the First-Year Experience course. Students complete pre-work before class, watching three instructional videos and responding to short-answer questions. This prepares them to participate fully in the in-class activity. 

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

If interested in more background information on this activity, view the slides from a recent presentation on the lesson plan: https://docs.google.com/presentation/d/1uOFVP2NAYzOc9eyRj6EzPv8WUx55F-nTpY_tppNqkko/edit?usp=sharing

Assessment or Criteria for Success
Assessment Short Description: 
Students watch three instructional videos (available at http://guides.lib.campbell.edu/cufs100) and answer short-answer questions before class. Instructors and/or librarians can review these for student comprehension. Instructors/librarians can gain informal assessment during the in-class activity through the debriefing discussion and group "presentation."
Potential Pitfalls and Teaching Tips: 
  • This activity may work best in smaller classes sizes (approx. 20 students), as it is easy to break into groups of 2-3 students. This also allows for more discussion after the activity.
  • This activity requires minimal 'maintenance' by instructional librarians. The source cards should be updated periodically to remain relevant. 
Collaborators: 
Brooke Taxakis
Suggested Citation: 
Dobbins, Elizabeth. "Evaluating Sources through Problem-Based Learning." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/evaluating-sources-through-problem-based-learning.
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Submitted by Elizabeth Dobbins on May 6th, 2020
Short Description: 

This assignment introduces students to United States patents and to prior art searching using two free, online databases: Espacenet and Lens.org. Instructional videos are available at: http://guides.lib.campbell.edu/patents . 

This assignment is designed to be scalable so that it can be implemented at an introductory level in a first-year design course, and replicated in the senior design course. To scale the assignment, modify the number of resources students are required to analyze and intensify the synthesis/analysis components.

Attachments: 
AttachmentSize
Patent Research Lab - 7-Step Searching Handout (Word Document)displayed 839 times37.39 KB
Patent Research Lab - 7-Step Searching Handout (PDF)displayed 1234 times106.23 KB
Student Research Log - Download Excel file at http://guides.lib.campbell.edu/patentsdisplayed 1004 times35.42 KB
Relevant links: 
Patent Research LibGuide
Learning Outcomes: 
  • Students will be able to determine the patentability of their invention based on a nuanced understanding of United States utility patents and intellectual property.
  • Students will be able to conduct a sophisticated prior art search using Cooperative Patent Classifications.
Discipline: 
Engineering

Information Literacy concepts:

Individual or Group:

Ability Level:

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

This assignment was scaled for a first-year Foundations of Engineering Design course. As such, students were only required to analyze 6 patent documents in detail.

The assignment was developed in collaboration with Dr. Lee Rynearson, Assistant Professor of Mechanical Engineering at Campbell University. 

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
Patent Research Log Rubric.pdfdisplayed 1285 times56.77 KB
Suggested Citation: 
Dobbins, Elizabeth. "Patent Research Assignment." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/patent-research-assignment.
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Submitted by Amanda Thompson on May 3rd, 2020
Short Description: 

This syllabus is a sample for an online literature course. I created this sample around Victorian studies, but any literature subject is applicable. I've provided examples of online projects. The goal of a syllabus like this one is to introduce students to literature, making online objects, and utilizing open resources effectively.

Below is a link to a sample learning object:

https://ajthomp55.wixsite.com/lispractvanhelsing

Attachments: 
AttachmentSize
Victorian Online Literature.docxdisplayed 1545 times457.8 KB
Learning Outcomes: 

Exposure: Students will learn about the Victorian era through selected literature. They will do so in a completely online format.

Create: Students will create digital objects that reflect their analysis of a Victorian text. 

Research: Students will learn to meaningfully engage with open access content, and learn about copyright.

Reflect: Students will complete reflective essays that inform the viewer of the decisions in their digital object.

Peer Review: Students will virtually workshop their digital objects together throughout the semester. They will share their work on the course discussion board to give and provide constructive feedback on their ideas, objects, etc. They will also use select class meetings for workshops.

Discipline: 
English

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: 
Thompson, Amanda. "Online Victorian Literature Syllabus." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/online-victorian-literature-syllabus-0.
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Submitted by Amanda Thompson on May 3rd, 2020
Short Description: 

This syllabus is a sample for an online literature course. I created this sample around Victorian studies, but any literature subject is applicable. I've provided examples of online projects. The goal of a syllabus like this one is to introduce students to literature, making online objects, and utilizing open resources effectively.

Below is a link to a sample learning object:

https://ajthomp55.wixsite.com/lispractvanhelsing

Attachments: 
AttachmentSize
Victorian Online Literature.docxdisplayed 1545 times457.8 KB
Learning Outcomes: 

Exposure: Students will learn about the Victorian era through selected literature. They will do so in a completely online format.

Create: Students will create digital objects that reflect their analysis of a Victorian text. 

Research: Students will learn to meaningfully engage with open access content, and learn about copyright.

Reflect: Students will complete reflective essays that inform the viewer of the decisions in their digital object.

Peer Review: Students will virtually workshop their digital objects together throughout the semester. They will share their work on the course discussion board to give and provide constructive feedback on their ideas, objects, etc. They will also use select class meetings for workshops.

Discipline: 
English

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: 
Thompson, Amanda. "Online Victorian Literature Syllabus." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/online-victorian-literature-syllabus.
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