In this assignment, students are given a range of newspaper article about science topics and work in pairs to find the original research article that the newspaper article is based on in the library databases. Students then assess when they might use an original research article vs when they might use a well-written newspaper article.

After the activity, the librarian gave short lecture about online fact checking based on Mike Caulfield's excellent fast and frugal fact checking strategies. If time allows, students can do some of the activities that Caulfield lists in his textbook.

Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?
1) Faire une courte introduction engageante (15min.)
2) Identifier la minorité surmotivée et leur distribuer un parcours.
3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.
Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.

How to get the few really motivated students involved? By asking them to fulfil « side-quests » learning activities in a structured itinerary :
1) Present a short but engaging initiation [sur quoi?] (15 min.) ;
2) After identifying the motivated students, give them a formal checklist [pour quoi?];
3) If needed, provide minimum mentoring and follow-up
Here are two examples : 5-steps self-initiation on how to contribute to Wikipedia and 12-weeks program to start a blog on research topic.

Synthèse ludique des ateliers d'évaluation des sources. Peut être utilisé comme récompense : un exemplaire plastifié est offert à l'étudiant qui trouve l'erreur volontairement insérée dans la formation (les autres n'ont que la feuille en papier). Autre utilisation : trouver le document le plus faible parmi vos références, ou parmi les références du syllabus de tel cours.

Gamified summary for the evaluation of sources activity. A laminated copy could be used as award for the first student who discovers the mistake deliberately put in the learning activity; the other participants only get a paper copy of the sheet. Another use : in a list of bibliographic references, find the weakest one.

A hybrid teaching module with two elements: an interactive online module for students to complete ahead of class and a face-to-face lesson plan that builds on the skills learned in the online lesson. The in-class session provides students with a critical exploration of the purchasing power of minimum wages across states and/or the earnings gap between men and women employed full time.

The pre-class online course is titled: “FRED Interactive: Information Literacy” available through www.econlowdown.org. In the online course, students review a FRED graph made in the course; define the concepts nominal, real, and inflation; and discuss basic strategies for establishing the reliability of a data source.

The in-person class lesson is titled: ACRL Information Literacy Frames as FRED-Integrated Abilities: The frames Research as Inquiry, Information Creation as a Process, Scholarship as Conversation, and Authority Is Constructed and Contextual are highlighted. The instructor has two possible tasks for students;
-Option A, students work in FRED and use the formula real = (nominal/CPI)*100 to plot inflation-adjusted minimum wage rates for two states and compare the results.
-Option B, students work in FRED to plot and compare nominal and real earnings differentials for men and woman.

The lesson includes a variety of in-class and out-of-class assessment activities and links to resources and a glossary of terms provide additional learning opportunities.

What is “fake news” anyway? Are we living in a post-truth world? These University of Michigan course materials will provide opportunities to discuss and analyze news production, consumption and evaluation. Students will develop the critical thinking skills necessary to be an informed citizen; understand how their worldview affects their interpretation of the news; and create a personal strategy for fact-checking and evaluating the news. Topics include types of “fake news” such as misinformation and disinformation; economic and technological contexts of the news media; psychological and social factors of media consumption; and the impact of news on our society.

This is designed to introduce students to the wonderful world of periodicals, in their great variety, and to how they will appear in different databases. It also begins the work of building their skills at evaluating information sources, determining perspective.

This exercise was designed for 1st year writing students with several different goals in mind: • encourage deeper, closer reading; • introduce the concept that information sources have perspective; • develop vocabulary around describing information and perspective; • acquaint students with the many values/uses of subject encyclopedias; • practice topic narrowing using these types of encyclopedia articles.

This is a 65-minute workshop designed for 1st year composition students who will be using periodical sources in their research. Students will practice writing contextualizing statements, e.g. describing authors, genres, types of periodicals, for a variety of information sources of the type they will be using in their own research projects.

This concept map and activity explores how various sources of information are created, accessed, and shared. Students collaboratively define what makes a source traditional, emerging, public, or exclusive. Students are given a type of information source to map on the grid according to each axis, and provide a rationale for their placement.

As part of the research process, students need to learn how to organize and synthesize their sources. This short lecture, followed by a matrix outline given to every student, gives students the opportunity to focus their research question even more and to add their own ideas to the conversation of research within their chosen topic.