Individual

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 1301 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.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
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 1335 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.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
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 809 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.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
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.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
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 914 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.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
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 1815 times790.35 KB
In-Class Activity - Hand this scenario sheet out to students to begin the activitydisplayed 1425 times70.09 KB
Source Cards - PDF (Editable Publisher file avail. at https://tinyurl.com/GICOIL2020-sources)displayed 1847 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.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
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 826 times37.39 KB
Patent Research Lab - 7-Step Searching Handout (PDF)displayed 1163 times106.23 KB
Student Research Log - Download Excel file at http://guides.lib.campbell.edu/patentsdisplayed 959 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 1228 times56.77 KB
Suggested Citation: 
Dobbins, Elizabeth. "Patent Research Assignment." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/patent-research-assignment.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
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 1519 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.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
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 1519 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.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Aisha Conner-Gaten on March 4th, 2020
Short Description: 

Using three example excerpts on citation practice and the experiences of specific scholars, attendees will interrogate and discuss how whiteness and other oppressions impact citation practice using a series of questions. 

AttachmentSize
Example Excerpt 1 on Misogynoirdisplayed 1232 times63.08 KB
Example Excerpt 2 on Peer Review for Indigenous Scholarsdisplayed 1178 times63.16 KB
Example Excerpt 3 on Citing Problematic Scholarsdisplayed 1008 times63.25 KB
Relevant links: 
Asao B. Inoue Address: How Do We Language So People Stop Killing Each Other, Or What Do We Do About White Language Supremacy?Citation Practices Challenge via Critical Ethnic Studies JournalThe Racial Politics of Citation by Victor Ray (IHE)Allyship and the Politics of Citation: Queer of Color Genealogies @ UCLA by Amanda PhillipsRichard Delgado and the Politics of Citation by Robert S. ChangTHE IMPERIAL SCHOLAR REVISITED: HOW TO MARGINALIZE OUTSIDER WRITING, TEN YEARS LATER by Richard DelgadoSafiya Noble | Challenging the Algorithms of Oppression on YouTube
Learning Outcomes: 

By Example Number
Example 1:

  • Attendees will identify definitions of erasure and punitive and opportunistic plagiarism 
  • Attendees will reflect on oppression as perpetrated through traditional, textual citation practice

Example 2:

  • Attendees will examine the ways in which indigenous scholars navigate peer review
  • Attendees will reflect on oppression as perpetrated through traditional, textual citation practice

Example 3:

  • Attendees will examine the pros and cons of citing problematic scholars
  • Attendees will develop a strategy for citing problematic scholars bolstered by their personal ethics
  • Attendees will reflect on oppression as perpetrated through traditional, textual citaiton practice
Discipline: 
Rhetoric, Composition, and Writing

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This activity was done during a citation panel event: https://cal.lmu.edu/event/citations2020#.XmA4O5NKhTY. This was 25 minutes (15 minutes to read and discuss in pairs and 10 minutes to share with the larger group). Discussion was facilitated.

Potential Pitfalls and Teaching Tips: 

When facilitating larger discussion, provide summary of each reading as some groups may need context. Review each questions so attendees can share notes taken. Save last question of each example for a shared discussion (each example has same last question).

Collaborators: 
Elisa Acosta
Suggested Citation: 
Conner-Gaten, Aisha. "Politics of Citation Discussion Activity." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/politics-citation-discussion-activity.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

Pages