Authority is Constructed / Contextual (Frame 1)

Submitted by Lauren deLaubell on January 17th, 2025
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Short Description: 

The most powerful wizards have gathered to battle one another.  Only one will win.  Wizards must use reliable sources to research incantations for the battle, or their spells will fizzle.  Truly wise wizards must learn to tell the difference. 

Research Wizards is an information literacy card game designed to teach students ages 12+ about source evaluation.  Research Wizards corresponds to the Frame Authority Is Constructed and Contextual, from the ACRL Framework for Information Literacy for Higher Education.  Players will discuss and challenge the relative value of various sources, each representing a different suit in the game.  The game includes four major actions/phases:  Parley, when players discuss and decide for themselves the relative value of each suit; Battle, which includes competition, player actions, and Challenges; Vengeance, for eliminated players to impact and speed up the remainder of the game; and Victory.

The Research Wizards website contains free game files, player directions, and printing tips for librarians and teachers who wish to use the game in their classrooms.  The website includes an editable, Microsoft Publisher version of the game.  Noncommercial use of the game is free for educational purposes with attribution to the author.  Librarians and teachers are encouraged to adapt the game as needed for their subject areas, student needs, and as the sources in the game evolve over time.  Adaptations must be shared under the same terms.

Players:  3-5 per deck

Play Time:  20-30 minutes, plus discussion

Research Wizards by Lauren deLaubell is licensed under CC BY-NC-SA 4.0  To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/4.0/

Attachments: 
AttachmentSize
Player directionsdisplayed 1595 times1.02 MB
Printing tipsdisplayed 1512 times26.71 KB
Card deckdisplayed 1560 times2.51 MB
Learning Outcomes: 
    • Wizards will define a variety of traditional and emerging information formats.
    • Wizards will compare a variety of information formats and discuss their relative reliability.
    • Wizards will explore the variation in quality found within specific categories of information (e.g., the wildcard of using resources located by or generated with artificial intelligence).

Individual or Group:

Potential Pitfalls and Teaching Tips: 

It is recommended to review directions out loud with students, with pauses for students to sort their decks and conduct the Parley phase of play.  To contextualize and reinforce learning, it is recommended to conclude the game with discussion questions; sample questions are provided at the bottom of the player directions file but may be adjusted as needed.

Suggested Citation: 
deLaubell, Lauren. "Research Wizards." CORA (Community of Online Research Assignments), 2025. https://projectcora.org/assignment/research-wizards.
Submitted by Andrea Brooks on October 14th, 2024
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Short Description: 

Two librarians at NKU developed an Informed Voting workshop to help students navigate information during the 2024 election season. Attendees were provided a worksheet to learn about the candidates/issues on their ballot and dig into one issue/race to investigate during the workshop.

Attachments: 
AttachmentSize
Voting Workshop Plandisplayed 575 times36.13 KB
Voting Workshop Slidesdisplayed 637 times2.95 MB
Voter Workshop Worksheetdisplayed 577 times25.1 KB
Learning Outcomes: 
Locate voter information to identify who and what is on their ballot
Use relevant and credible news sources to make informed voting decisions

Individual or Group:

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

This was a workshop designed for our campus community and open for anyone, though marketing targeted the student population. We are also considering how to offer this workshop as an option for a class.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Collaborators: 
Suggested Citation: 
Brooks, Andrea. "Voter Workshop." CORA (Community of Online Research Assignments), 2024. https://projectcora.org/assignment/voter-workshop.
Submitted by Carolyn Caffrey on August 6th, 2024
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Short Description: 

This is part of an introductory first-year class to the university where students are introduced to the library and asked to think critically about how information is organized using the framework of critical cataloging. After watching a short video on the idea of classification and its problems with fixing identity categories, students analyze and categorize selected book from the collection, and then reflect on how knowledge is organized and their choices as authors.

Attachments: 
AttachmentSize
ENG 107 cataloging worksheet.docxdisplayed 822 times11.75 KB
AttachmentSize
ENG 107 cataloging worksheet.docxdisplayed 738 times11.75 KB
Learning Outcomes: 
  • Discuss how communities and identities are celebrated and marginalized in library collections
  • Reflect on knowledge organization and how it compares to their own authorial choices

Individual or Group:

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

This is an introductory English Composition course that is entirely first-year students over the summer session before they begin their first year of college. Students in this class write a "definitional essay" where they define a word used in a community they belong to that others may not know (e.g. an ethnic/cultural identity, a community based on a hobby, any other discourse community). They are also writing about campus services for a public audience of other first year students (including critiques).

As students are working on the definitional essay they discuss authorial choices and identity extensively. Students then watch a general library video, "Queering Classification," which discusses Sandy Berman and Emily Drabinski's queer cataloging and how library classification is not neutral. After watching the video students tour the library space and the librarians lead the students who work individually or in small groups to categorize and assign keywords to a cart of curated materials. After students work independently on the worksheet for ~15 minutes the librarian leads a small group discussion on neutrality and the challenges in organizing knowledge. The session ends with concluding questions and reflection on the choices they make as authors, which communities they are addressing, and how identity shifts. The entire activity is ~40 minutes.

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

Selecting engaging books is key for this activity! A popular title among students was a graphic novel on cooking (is it cooking, is it comics, etc.) and a book about food justice and African American Activism.

Suggested Citation: 
Caffrey, Carolyn . "Thinking critically about knowledge organization." CORA (Community of Online Research Assignments), 2024. https://projectcora.org/assignment/thinking-critically-about-knowledge-organization.
Submitted by Michelle Keba Knecht on May 23rd, 2023
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Short Description: 

In this session, first year medical students in their second semester of study are introduced to the concept of critical appraisal. During the first hour, students will receive an introductory lecture on critical appraisal and the CASP checklist tool. During the second hour, students will be provided with discussion questions and an article on labor induction versus expectant management in low-risk nulliparous women. Students will review the article and answer the discussion questions in their small groups with their small group facilitators.

The session introduces critical appraisal topics including blinding, randomization, concealment allocation, intention-to-treat analysis, power, statistical significance, and clinical significance.

This lesson is one component of the Evidence Based Medicine Curriculum for Undergraduate Medical Education at Florida Atlantic University.

Learning Outcomes: 
  • Recognize basic statistical and epidemiologic principles and methods in a randomized control trial.
  • Critically appraise a randomized control trial that is published in a peer-reviewed journal.
Discipline: 
Health

Individual or Group:

Suggested Citation: 
Keba Knecht, Michelle. "Introduction to Critical Appraisal for Medical Students." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/introduction-critical-appraisal-medical-students.
Submitted by Ellen Carey on April 14th, 2023
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Short Description: 

The SIFT* & PICK approach to evaluating sources adapts and builds on Mike Caulfield's SIFT method to help students select quality sources by practicing:

  • Lateral Reading (SIFT): fact-checking by examining other sources and internet fact-checking tools; and
  • Vertical Reading (PICK): examining the source itself to decide whether it is the best choice for their needs.

*The SIFT method was created by Mike Caulfield under a CC BY 4.0 International License.

Attachments: 
AttachmentSize
SIFT & PICK Fact Checking & Source Evaluation.pdfdisplayed 3134 times566.56 KB
SIFT & PICK Fact Checking & Source Evaluation without Luria Library branding.pdfdisplayed 2044 times375.72 KB
Learning Outcomes: 

After learning the SIFT & PICK Fact Checking & Source Evaluation process, students will be better able to:

  • Distinguish between lateral and vertical reading strategies for source evaluation
  • Use lateral reading strategies to fact-check information
  • Use vertical reading strategies to select the most appropriate sources for their particular needs
  • Consider how a particular source relates to a body of knowledge on a topic
Discipline: 
Multidisciplinary

Individual or Group:

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

At Santa Barbara City College, we use SIFT & PICK in many instructional materials (e.g. research guides and Canvas modules) and guide students through this fact checking and source evaluation process in instruction interactions (research workshops, at the reference desk, in our Library 101 course, etc.).

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

The SIFT & PICK pdf and LibGuide include links to other fact fact checking and source evaluation resources.

Potential Pitfalls and Teaching Tips: 

When teaching the SIFT & PICK Fact Checking & Source Evaluation process, we emphasize the need for both fact checking (SIFT) and critical thinking in regard to selecting which source(s) to use (PICK). When we use SIFT & PICK in research workshops, we choose which concepts and/or ACRL Frames to emphasize based on the course assignment and/or goals of the workshop.

Suggested Citation: 
Carey, Ellen. "SIFT & PICK Fact Checking & Source Evaluation." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/sift-pick-fact-checking-source-evaluation.
Submitted by Shelby Hallman on June 9th, 2022
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Short Description: 

Algorithms are not neutral but this does not mean they are not useful tools for research. In this workshop on algorithmic bias, student learn how algorithms can perpetuate bias and discrimination and how to critically evaluate their search results.

Learning Outcomes: 

•Students will be introduced to the machine bias inherent in algorithmic decision making, with a focus on information systems.

•Students will discuss the effects of algorithm bias in order to articulate how some individuals or groups of individuals may be misrepresented or systematically marginalized in search engine results.

•Students will develop an attitude of informed skepticism in order to critically evaluate search results. 

Individual or Group:

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

Stand-alone workshop; co-curricular workshop. 

Assessment or Criteria for Success
Assessment Short Description: 
Formative assessment was conducted via the in-session activities. Summative assessment was conducted via an end of session survey form.
Suggested Citation: 
Hallman, Shelby. "Rise Against the Machines: Understanding Algorithmic Bias." CORA (Community of Online Research Assignments), 2022. https://projectcora.org/assignment/rise-against-machines-understanding-algorithmic-bias.
Submitted by Kelleen Maluski on March 31st, 2022
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Short Description: 

The first in a series of six courses, students focus on the Pharmacists’ Patient Care Plan involving prescription medications, patient history and more complex patient cases with an emphasis on culture humility. This one-shot is intended to help solidfy the lessons taught in previous classes I have with the students (such as Boolean and library services) and allow them to explore the needs of searching for traditional, complementary, and alternative medicine. This is less about structuring a perfect search and more about reviewing different types of search interfaces and the results within them. While I use Padlet and Kahoot I also print out all questions and prompts to better adhere to universal design standards. Each group is given a prompt based on a plant and information that is taken from the book "Iwigara: American Indian Ethnobotanical Traditions and Science" by Enrique Salmon and they are given a print out of the section their prompt is from. This way they read about the plant's history, medicinal properties, cultural importance, and more before beginning their searches.

Learning Outcomes: 
  1. Students will feel comfortable with analyzing and evaluating different types of resources, beginning to confront critical issues within research, such as who writes the prevalent narrative and how implicit bias and cultural norms are represented within said research.

  2. Students will understand research as an iterative process, with various search strategies and the need to adapt based on the resource they are using. This will also require understanding how to evaluate the search mechanisms and resources they find. 

  3. Students will be able to manage their searches and research.

Discipline: 
Health

Individual or Group:

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: 
Maluski, Kelleen. "Pharmacy: Aspects of Patient Care Literature Searching." CORA (Community of Online Research Assignments), 2022. https://projectcora.org/assignment/pharmacy-aspects-patient-care-literature-searching.
Submitted by Kelleen Maluski on February 28th, 2022
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Short Description: 

This lesson was created to help further discuss issues surrounding plagiarism after a quick introduction at orientation. It was created for pharmacy PhD students but I do believe it could be useful for many learner types. A large focus on this lesson was why it is important not to plagiarize with emphasis on oppression through traditional citation and review practices. Inspiration and/or content obtained from: Conner-Gaten, Aisha. "Politics of Citation Discussion Activity." CORA (Community of Online Research Assignments), 2020. https://www.projectcora.org/assignment/politics-citation-discussion-activity.

Attachments: 
AttachmentSize
Lesson and activity outlinesdisplayed 801 times66.89 KB
Presentationdisplayed 860 times1 MB
Parts of the article that we readdisplayed 776 times75.46 KB
Activity where learners answered questions about the articledisplayed 721 times59.19 KB
2nd Activity where learners had to track down original researchdisplayed 703 times43.76 KB
Learning Outcomes: 
  1. Students will understand the impact of plagiarism and why citing is important

  2. Students will reflect on oppression as perpetrated through traditional, textual citation and review practice

  3. Students will identify definitions of erasure and punitive and opportunistic plagiarism 

  4. Students will develop a strategy for citing

Discipline: 
Health

Individual or Group:

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: 
Maluski, Kelleen. "Advanced Avoiding Plagiarism." CORA (Community of Online Research Assignments), 2022. https://projectcora.org/assignment/advanced-avoiding-plagiarism.
Submitted by Kelleen Maluski on November 3rd, 2021
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Short Description: 

This lesson was given to a health career academy that consists of high school and undergraduate students. The students have a strong interest in careers in the health sciences but have yet to start their education through health sciences programs. The point of the session was to understand how disparities and health literacy intersect and will be important factors in the work they do as learners and providers and to empower the students to use their cultural wealth and voices to make change. I am attaching the slides with notes (which acted as my lesson plan for this session). The slides were originally animated.  I am including a PDF with the notes. Unfortunately I am not able to load a Power Point due to size, but feel free to reach out if you need an editable file. 

Attachments: 
AttachmentSize
PDF of the slides and notesdisplayed 919 times1.94 MB
Learning Outcomes: 

Learners will be able to explain what health disparities are and how they are a part of a system of discrimination, colonization, and white supremacy. Learners will be able to explain what health literacy is and how understanding it will make them better providers. Learners will begin to think about their role and the health sciences profession's role in restructuring the systems of oppression.

Discipline: 
Health

Individual or Group:

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: 
Maluski, Kelleen. "Health Disparities and Literacy for Future Health Care Providers." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/health-disparities-and-literacy-future-health-care-providers.
Submitted by Kendall Faulkner on July 14th, 2021
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Short Description: 

Annotated bibliographies have become a popular assignment in college courses and a way to scaffold research papers. Gathering a bibliography before turning in a completed research project allows students to focus on searching strategically and get feedback on the sources they obtained. Annotating that bibliography requires them to think critically about the sources they choose and their relationship to the research at hand. While there are numerous guides and examples that show students the format of an annotation, there are very few that connect annotations to research questions or guide students through making those connections. This lesson plan Uses Joseph Bizup’s BEAM Method from the realm of rhetoric studies to help students think about how sources are used and adds an additional layer of support. This support bridges the gap between a student recognizing a source is generally related to their topic, and thinking critically about how that source is used to answer a research question. 

 

Bizup, Joseph. "BEAM: A rhetorical vocabulary for teaching research-based writing." Rhetoric Review 27, no. 1 (2008): 72-86.

Attachments: 
AttachmentSize
Handout_AnnotatedBibActivity.docxdisplayed 1376 times20.4 KB
Lesson Plan_Annotated Bibliographies with BEAM.docxdisplayed 1335 times11.99 KB
Slides_BEAMAnnotated Bibliographies.pptxdisplayed 1485 times3.49 MB
Sample Annotated Bibliography-Accessible.docxdisplayed 921 times23.93 KB
Learning Outcomes: 
    • Describe the purpose and structure of an annotated bibliography

    • Analyze an information source for its ability to help answer a research question and articulate that in an annotation. 

Individual or Group:

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

This lesson was developed for a History course, and has also worked well in Ethnic and Area Studies classes. 

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

Potential Pitfalls and Teaching Tips: 

The class activity works best when using an assigned source (book, article, primary source, etc.) the students have already read/viewed as part of the class. If you don’t have that option, a book review can be a good stand in and even help students consider how to assess sources before reading them. Alternatively, or a short article or primary source can be used.

Suggested Citation: 
Faulkner, Kendall . "Annotated Bibliographies: Shining a Light on Source Evaluation with the BEAM Method." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/annotated-bibliographies-shining-light-source-evaluation-beam-method.

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