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.

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.

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

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.

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 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.

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).

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.

This scaffolded assignment was developed for senior Dietetic students enrolled in a research methods course. The lessons were collaboratively created via a librarian-faculty partnership.