Information Has Value (Frame 3)

Submitted by Ariel Dyer on November 18th, 2024
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Short Description: 

Play-based learning activity asking students to intentionally create "fake news" and engage with their emotional reactions in coming across information. 

Relevant links: 
Canvas Module in Commons
Learning Outcomes: 
  • Evaluate news using the SIFT rubric
  • Select relevant misinformation tools and apply to misleading information
  • Create misinformation in order to understand its proliferation
Discipline: 
Library and Information Science

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Potential Pitfalls and Teaching Tips: 

Recommendations for adaptation:

  • -Prior introduction to AI tools
  • -Stronger parameters for discussion post (set the scene)
Suggested Citation: 
Dyer, Ariel. "Faking Breaking News." CORA (Community of Online Research Assignments), 2024. https://projectcora.org/assignment/faking-breaking-news.
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Submitted by Alessandra Otero-Ramos on January 26th, 2024
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Short Description: 

This library class was designed for the courses Scene Design and Technical Theatre. However, it can be adapted and used for courses that make use of digital archives and other types of digital objects to support their arguments.

Attachments: 
AttachmentSize
Visual Research Lesson Plan_SUNY Geneseo_Otero .pdfdisplayed 928 times62.06 KB
Visual Research_Scene Design_Worksheet.pdfdisplayed 782 times251.12 KB
Relevant links: 
Browsing for Images? Search Filters Are Your Friend
Learning Outcomes: 
  • By the end of this class, 
    • (1) Students will be able to find reliable and high-quality images of their chosen topic. 
    • (2) Students will be able to critically evaluate the images for their visual research assignment. 
Discipline: 
ArtHistoryTheater Arts

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

I taught this class for THEA 342: Scene Design. The students were asked to work on a visual research project consisting of a presentation based on their chosen architectural style (e.g. art deco, gothic) and its history. Following the presentation the students builded a model making project based on the visual research done for it. 

Suggested Citation: 
Otero-Ramos, Alessandra. "Pictorial Research: Finding and Choosing the Best Images for Your Project ." CORA (Community of Online Research Assignments), 2024. https://projectcora.org/assignment/pictorial-research-finding-and-choosing-best-images-your-project.
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Submitted by Sarah Hartman-Caverly on December 20th, 2023
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Short Description: 

The Hidden Layer Workshop introduces key generative AI (genAI) concepts through a privacy lens. Participants probe the possibilities and limitations of genAI while considering implications for intellectual privacy, intellectual property, data sovereignty, and human agency. In the centerpiece activity, participants engage in a hidden layer simulation to develop a conceptual understanding of the algorithms in the neural networks underlying LLMs and their implications for machine bias and AI hallucination. Drawing on Richards’s theory of intellectual privacy (2015) and the movement for data sovereignty, and introducing an original framework for the ethical evaluation of AI, Hidden Layer prepares participants to be critical users of genAI and synthetic media.

The workshop is designed for a 60-minute session, but can be extended to fill the time available.
Includes workshop guide, presentation slides, learning activities, and assessment instrument.

Attachments: 
AttachmentSize
HiddenLayer_LessonPlan_CCBYSA_HartmanCaverly_2023.pdfdisplayed 1439 times117.63 KB
Relevant links: 
[workshop guide] Hidden Layer: Intellectual Privacy and Generative AI[slides] Hidden Layer: Intellectual Privacy and Generative AI[activity] AI Playground[activity] Perplexity.ai[activity] ChatGPT[activity] Google Bard[activity] Microsoft Copilot[activity] Hidden Layer Simulation[activity] How AI Reduces the World to Stereotypes - Rest of World[assessment] Hidden Layer Workshop Reflection
Learning Outcomes: 

Facilitator learning objectives

During this workshop, participants will

  • Apply prompt engineering techniques to elicit information from text-to-text generative AI (genAI) platforms

  • Appreciate a range of intellectual privacy implications posed by genAI, including: 

    • personal data;

    • intellectual property (copyright, patent, proprietary and sensitive data); 

    • AI alignment (social bias, content moderation, AI guardrails, censorship, prompt injection); 

    • synthetic media;

    • AI hallucination and mis/dis/malinformation; and

    • data sovereignty and data colonialism.

  • Engage in a simulation to develop a conceptual understanding of how the hidden layer in the neural networks underpinning large language models works

  • Synthesize their knowledge of genAI intellectual privacy considerations to analyze an ethical case study using the Agent-Impact Matrix for Artificial Intelligence (AIM4AI).

Participant learning outcomes

During this workshop, participants will

  • Interact with genAI to explore its possibilities and limitations

  • Discuss the intellectual privacy implications of genAI, including intellectual property considerations

  • Evaluate the ethics of genAI for its impact on human agency

Discipline: 
Library and Information Science

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Suggested Citation: 
Hartman-Caverly, Sarah. "Hidden Layer: Intellectual Privacy and Generative AI." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/hidden-layer-intellectual-privacy-and-generative-ai.
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Submitted by Sarah Hartman-Caverly on August 4th, 2023
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Short Description: 

This sex-positive privacy literacy workshop engages participants in exploring how sex tech impacts intimate privacy and intimate relationships. Workshop content is contextualized with the theoretical frameworks of artificial intimacies (Brooks) and consentful tech (The Consentful Tech Project) and the concept of intimate privacy (Citron) and presented through a privacy literacy lens. Participants will identify artificial intimacies in order to assess real-world examples and their impact upon intimate privacy; evaluate the privacy of digital bodies under conditions of data promiscuity using a consentful tech framework; and understand intimate privacy and the impact of technology on intimate relationships and wellbeing.

The workshop is designed for a 60-minute session, but can be extended to fill the time available.
Includes workshop guide, presentation slides, learning activities, inclusive pedagogy tool, and assessment instrument.

Attachments: 
AttachmentSize
PrivateBits_LessonPlan_CCBYSA_HartmanCaverly_Chisholm_2023.pdfdisplayed 758 times105.27 KB
PrivateBits_PrintableHandout_CCBYSA_HartmanCaverly_Chisholm_2023.pdfdisplayed 679 times7.03 MB
PrivateBits_ASKMEconversationhearts_HartmanCaverly_Chisholm_2023.pdfdisplayed 708 times2.38 MB
PrivateBits_Fillable_DigitalBodiesWorksheet_CCBYSA_HartmanCaverly_Chisholm_2023.pdfdisplayed 683 times4.73 MB
PrivateBits_Fillable_ConsentfulTechWorksheet_CCBYSA_HartmanCaverly_Chisholm_2023.pdfdisplayed 662 times61.94 KB
Relevant links: 
[workshop guide] Private Bits: Privacy, Intimacy, and Consent[slides] Private Bits: Privacy, Intimacy, and Consent
Learning Outcomes: 
  1. Identify artificial intimacies in order to assess real-world examples and their impact upon intimate privacy
  2. Evaluate the privacy of digital bodies under conditions of data promiscuity using a consentful tech framework
  3. Understand intimate privacy and the impact of technology on intimate relationships and wellbeing.
Discipline: 
Library and Information ScienceWomen's Studies

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: 
Collaborators: 
Alexandria Chisholm
Suggested Citation: 
Hartman-Caverly, Sarah. "Private Bits: Privacy, Intimacy, and Consent." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/private-bits-privacy-intimacy-and-consent.
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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 3251 times566.56 KB
SIFT & PICK Fact Checking & Source Evaluation without Luria Library branding.pdfdisplayed 2098 times375.72 KB
Relevant links: 
SIFT & PICK Fact Checking & Source Evaluation LibGuideSIFT & PICK Fact Checking & Source Evaluation in Google Slides (make a copy to adapt)
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

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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.
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Submitted by Tessa Withorn on February 23rd, 2023
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Short Description: 

How do you detmerine whether your research has had an impact? This lesson plan covers journal and author metrics such as Journal Impact Factors, H-index, citation counts, and altmetrics. After a mini-lecture of the definitions of these metrics and how to find them using Journal Citation Reports and Google Scholar Metrics, students create a researcher profile to position themselves as scholars. 

Supplies needed: Printed researcher profile handouts.

This activity takes approxiately 30 minutes.  

Directions: Identify a university or research center you’d want to be affiliated with, and make up a title of an article you’d be interested in writing. Then, find a real journal that would publish that article. Use Google Scholar to look up the journal’s h-index and Ulrich’s to determine if it’s open access. Make up a number for how many times you think the article would be cited!

Attachments: 
AttachmentSize
Your Researcher Profile.pdfdisplayed 767 times61.62 KB
Relevant links: 
BIOL 203 Course Guide
Learning Outcomes: 

Students will be able to:

  • Describe and identify author and journal metrics
  • Identify research interests and venues for publication 
Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This activity was used in a GE course, BIOL 203: Scientific Information Litearcy and Communication course, but could be useful in a variety of disciplines and with graduate students.  

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

Make sure all students can find the h-index of a journal in Google Scholar and whether a journal is open access in Ulrich's Periodicals Directory before starting the activity. 

Emphasize that students are to come up with a creative title for their own research interests, not an existing article. 

Suggested Citation: 
Withorn, Tessa. "Your Researcher Profile." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/your-researcher-profile.
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Submitted by Raymond Pun on February 12th, 2023
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Short Description: 

ChatGPT is an generative artificial intelligence chatbot released in November 2022 by OpenAI. What are the opportunities in using this tool to teach library instruction? This document highlights various ways to engage with learners in critically analyzing ChatGPT (version GPT-3) and its responses through the ACRL Frame: Information Creation as a Process. 

Attachments: 
AttachmentSize
Activity- Using ChatGPT For Library Instruction- Information Creation as a Process.pdfdisplayed 1984 times29.71 KB
Relevant links: 
ChatGPT
Learning Outcomes: 
  • Learn how to connect library research and instruction with ChatGPT
  • Critically analyze ChatGPT and its responses through dialogue and research
Discipline: 
Education

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Suggested Citation: 
Pun, Raymond. "Using ChatGPT For Library Instruction: Information Creation as a Process." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/using-chatgpt-library-instruction-information-creation-process.
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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 816 times66.89 KB
Presentationdisplayed 880 times1 MB
Parts of the article that we readdisplayed 788 times75.46 KB
Activity where learners answered questions about the articledisplayed 740 times59.19 KB
2nd Activity where learners had to track down original researchdisplayed 718 times43.76 KB
Relevant links: 
Inspiration and/or content obtained from: Conner-Gaten, Aisha. "Politics of Citation Discussion Activity." CORA (Community of On‘Health equity tourists’: How white scholars are colonizing research on health disparities
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

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: 
Maluski, Kelleen. "Advanced Avoiding Plagiarism." CORA (Community of Online Research Assignments), 2022. https://projectcora.org/assignment/advanced-avoiding-plagiarism.
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Submitted by Alexandria Chisholm on October 14th, 2021
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Short Description: 

This algorithmic literacy workshop puts a new spin on media literacy by moving beyond fake news to examine the algorithms that shape our online experiences and how we encounter information in our everyday lives.

Attachments: 
AttachmentSize
#ForYouWorkshopLessonPlan_Chisholm.pdfdisplayed 1825 times163.64 KB
AttentionAutonomyPlan_#ForYouWorkshop.pdfdisplayed 1186 times83.03 KB
Relevant links: 
#ForYou: Algorithms & the Attention Economy Workshop LibGuide#ForYou: Algorithms & the Attention Economy Workshop Slides
Learning Outcomes: 

By the end of the #ForYou: Algorithms & the Attention Economy workshop, students will be able to:

  1. describe recommender system algorithms in order to examine how they shape individuals' online experiences through personalization
  2. analyze their online behaviors and subsequent ad profiles in order to reflect on how they influence how individuals encounter, perceive, & evaluate information, leading to echo chambers & political polarization
  3. assess how their data is used to personalize their online experience in order to build algorithmic awareness & make informed, intentional choices about their information consumption
Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Suggested Citation: 
Chisholm, Alexandria. "#ForYou: Algorithms & the Attention Economy." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/foryou-algorithms-attention-economy.
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Submitted by Sala Shierling on September 28th, 2021
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Short Description: 

This sample activity corresponds to a chapter in the upcoming (2022) ACRL title: Teaching Critical Reading Skills: Strategies for Academic Librarians.

Attachments: 
AttachmentSize
Critical Reading Activity Example - Activity 1 - Critically Reading the Pre-Sourcedisplayed 981 times310.47 KB
Learning Outcomes: 

The student will apply practical critical reading skills in order to determine database (information resource) relevancy to an information need.

Discipline: 
Psychology

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: 
Shierling, Sala. "Critically Reading the Pre-Source (Scope Notes/Database Descriptions)." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/critically-reading-pre-source-scope-notesdatabase-descriptions.
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