This self-guided, active learning exercise for Zotero was originally created for a 1–1.5 hour standalone online workshop. Zotero is a free, open-source tool that helps users collect, organize, annotate, cite, and share references. It is easy enough for students to learn quickly, yet powerful enough to support dissertations, theses, and capstone projects. Zotero also provides a practical way to engage with the conceptual goals of the ACRL Framework, transforming abstract ideas such as “giving credit” and “joining a scholarly conversation” into concrete research practices.

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.

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.

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

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.  

This lesson actively engages learners in the process of evaluating an information source using the SIFT technique, designed by Mike Caufield. The approach uses lateral reading techniques and the lesson encourages learners to apply and reflect on the technique as it pertains to a specific information need.

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.

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.

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

It's important to credit others when you use parts of their work. Complete this tutorial to learn when and how to best give credit to the work of others.

In this hands on activity, students will find and compare/contrast news stories on a single current event/topical discussion to learn the importance of lateral reading and understand how bias can influence information production. 

The assignment was created by Librarian Paizha Stoothoff in collaboration with a Professor teaching Literary Los Angeles. In lieu of a physical tour, students worked on a 3-week project to create digital maps (see assignment attached for details about what maps included). 

This assignment was created in lieu of a physical tour of Literary Los Angeles (for a Literary L.A. course). Students worked on a 3-week project to create digital maps (see assignment attached for details about what maps included). The library workshop occured in week 1, after students formed groups and shared to a discussion post in Canvas what author/region/text they would focus on. The Liaison Librarian and Archivist led the library session.

Digital timelines enable us to tell stories visually by connecting non-linear moments: events, reactions, and experiences. This assignment includes a lesson plan and worksheet for teaching with timelines. Timelines work best when they are created as a project for a course, since they take time to develop.

This lesson is intended as a one hour, single-session overview of one aspect of information literacy: evaluating the trustworthiness of resources, particularly online. The lesson is designed for a group of 10-25 adults in a public or academic library, or is also suitable for high school students. Instructor will teach students how to investigate a source and apply three small but powerful information literacy tools to evaluation: SIFT, PIE, and SMELL.

The Penn State Berks Privacy Workshop Series focuses on privacy issues for students in the past, present, and future.  The Privacy Workshop spotlights privacy practices and concerns in the current moment; Digital Leadership explores future implications of past and current digital behaviors; Digital Shred provides tools to evaluate

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.