Searching as Strategic Exploration (Frame 6)

Submitted by Carolyn Schubert on May 6th, 2021
Short Description: 

We use Google every day, but we do really understand why we get certain results? This event will explain what an algorithm is, how search engines use them, and how bias exists in our search results. Attendees will have a chance to reflect on the ways biased results can echo larger biases for representation in society.  Access this site at your convenience at: https://jmu.libwizard.com/f/algorithms-bias

Co-creators: Malia Willey and Alyssa Young.

AttachmentSize
Tutorial Outline.docxdisplayed 1112 times36.47 KB
Relevant links: 
Algorithms Applied videoWho Defines an Algorithms Success videoImpact of Algorithm Changes video
Learning Outcomes: 

Learning goals: 

  • Defining a broader context for algorithms 

  • Analyzing Google results for algorithmic bias 

  • Identifying actions for countering algorithmic bias

Discipline: 
Computer ScienceLibrary and Information Science

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Suggested Citation: 
Schubert, Carolyn. "What’s Behind a Web Search? Bias and Algorithms ." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/what%E2%80%99s-behind-web-search-bias-and-algorithms.
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Submitted by Evelyn Hudson on May 5th, 2021
Short Description: 

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. 

Attachments: 
AttachmentSize
This document contains the lesson plan including learning objectives, resources needed, and timeframe.displayed 1180 times20.83 KB
A handout version of the assignment for students containing instructions and media bias chart.displayed 1004 times456.33 KB
Relevant links: 
AllSides Media Bias Ratings
Learning Outcomes: 
  • Students will be able to find a variety of resources relating to a topic
  • Students will learn to evaluate credibility of information and information creators
  • Students will learn to read laterally relating to current events
Discipline: 
Library and Information Science

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: 
Hudson, Evelyn. "OMG, Laterally!: Objective media gathering and lateral reading Activity." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/omg-laterally-objective-media-gathering-and-lateral-reading-activity.
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Submitted by Paizha Stoothoff on March 11th, 2021
Short Description: 

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). 

Attachments: 
AttachmentSize
Assignment designed collaboratively by Librarian and Professordisplayed 1520 times28.75 KB
Lesson Plan_Literary LA HistoryPin.docxdisplayed 1616 times26.06 KB
LibraryVisit_Literary LA and HistorPin.pptxdisplayed 2101 times7.22 MB
Learning Outcomes: 

By the time you complete this assignment you will:

  • Know how to find and add digital archival objects and open web images to Historypin
  • Think creatively and critically about how to use digital objects to create an interactive digital collection with a map included.
  • Understand copyright ownership and cite pinned objects properly in Historypin.
Discipline: 
EnglishHistory

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

The assignment took place mid-way through a Literary Los Angeles course. It was a 3-week assignment. The library workshop occurred in week one, 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.

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

See above

Assessment or Criteria for Success
Assessment Short Description: 
Measure learning outcomes against final map projects.
Potential Pitfalls and Teaching Tips: 

I didn't spend too much time in-class with registration (limited it to 5-minute overview). This turned out to be a good call, since registration is pretty straightforward and it can take up valuable class time!

Suggested Citation: 
Stoothoff, Paizha. "Digital Maps with HistoryPin." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/digital-maps-historypin-0.
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Submitted by Paizha Stoothoff on March 11th, 2021
Short Description: 

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.

Attachments: 
AttachmentSize
Assignment designed collaboratively by Librarian and Professordisplayed 1520 times28.75 KB
Lesson Plan_Literary LA HistoryPin.docxdisplayed 1616 times26.06 KB
LibraryVisit_Literary LA and HistorPin.pptxdisplayed 2101 times7.22 MB
Learning Outcomes: 

By the time you complete this assignment you will:

  • Know how to find and add digital archival objects and open web images to Historypin
  • Think creatively and critically about how to use digital objects to create an interactive digital collection with a map included.
  • Understand copyright ownership and cite pinned objects properly in Historypin.
Discipline: 
EnglishHistory

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

The assignment took place mid-way through a Literary Los Angeles course. It was a 3-week assignment. The library workshop occurred in week one, 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.

Potential Pitfalls and Teaching Tips: 

I did not spend too much time on registration, since that can take up valuable class time. Provide remote resources (a guide, slides, handouts) to assist w/ registration remotely.

Suggested Citation: 
Stoothoff, Paizha. "Digital Maps with HistoryPin." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/digital-maps-historypin.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Elizabeth Dobbins on May 15th, 2020
Short Description: 

How can we facilitate first-year student engagement with critical Framework concepts, especially in a one-shot class? This active learning activity is designed to teach source evaluation in a 50-minute class. The activity, which incorporates elements of problem-based learning and uses a flipped classroom approach, was added to our institution’s first-year experience course. Prompting students to consider a local issue, the activity requires students to evaluate sources represented as “source cards,” choose sources they would use in the context of the assignment, and justify their decisions. Motivated by the challenge and relevance of the activity, students work cooperatively to consider questions at the heart of the ACRL Framework for Information Literacy. 

Attachments: 
AttachmentSize
Lesson Plan - At our institution, this is taught as part of the First-Year Experience coursedisplayed 1942 times790.35 KB
In-Class Activity - Hand this scenario sheet out to students to begin the activitydisplayed 1517 times70.09 KB
Source Cards - PDF (Editable Publisher file avail. at https://tinyurl.com/GICOIL2020-sources)displayed 1930 times3.69 MB
Relevant links: 
All Documents (Editable)Course Research Guide (Incl. Pre-Work)
Learning Outcomes: 

Students will be able to:

  • Distinguish between various types of sources for a research assignment (book, blog post,
  • newspaper, journal article, etc.)
  • Evaluate the academic value of various types of sources by considering its currency, relevance, authority, accuracy, and purpose.
Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

At our institution, this lesson plan is integrated into the First-Year Experience course. Students complete pre-work before class, watching three instructional videos and responding to short-answer questions. This prepares them to participate fully in the in-class activity. 

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

If interested in more background information on this activity, view the slides from a recent presentation on the lesson plan: https://docs.google.com/presentation/d/1uOFVP2NAYzOc9eyRj6EzPv8WUx55F-nTpY_tppNqkko/edit?usp=sharing

Assessment or Criteria for Success
Assessment Short Description: 
Students watch three instructional videos (available at http://guides.lib.campbell.edu/cufs100) and answer short-answer questions before class. Instructors and/or librarians can review these for student comprehension. Instructors/librarians can gain informal assessment during the in-class activity through the debriefing discussion and group "presentation."
Potential Pitfalls and Teaching Tips: 
  • This activity may work best in smaller classes sizes (approx. 20 students), as it is easy to break into groups of 2-3 students. This also allows for more discussion after the activity.
  • This activity requires minimal 'maintenance' by instructional librarians. The source cards should be updated periodically to remain relevant. 
Collaborators: 
Brooke Taxakis
Suggested Citation: 
Dobbins, Elizabeth. "Evaluating Sources through Problem-Based Learning." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/evaluating-sources-through-problem-based-learning.
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Submitted by Elizabeth Dobbins on May 6th, 2020
Short Description: 

This assignment introduces students to United States patents and to prior art searching using two free, online databases: Espacenet and Lens.org. Instructional videos are available at: http://guides.lib.campbell.edu/patents . 

This assignment is designed to be scalable so that it can be implemented at an introductory level in a first-year design course, and replicated in the senior design course. To scale the assignment, modify the number of resources students are required to analyze and intensify the synthesis/analysis components.

Attachments: 
AttachmentSize
Patent Research Lab - 7-Step Searching Handout (Word Document)displayed 848 times37.39 KB
Patent Research Lab - 7-Step Searching Handout (PDF)displayed 1357 times106.23 KB
Student Research Log - Download Excel file at http://guides.lib.campbell.edu/patentsdisplayed 1042 times35.42 KB
Relevant links: 
Patent Research LibGuide
Learning Outcomes: 
  • Students will be able to determine the patentability of their invention based on a nuanced understanding of United States utility patents and intellectual property.
  • Students will be able to conduct a sophisticated prior art search using Cooperative Patent Classifications.
Discipline: 
Engineering

Information Literacy concepts:

Individual or Group:

Ability Level:

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

This assignment was scaled for a first-year Foundations of Engineering Design course. As such, students were only required to analyze 6 patent documents in detail.

The assignment was developed in collaboration with Dr. Lee Rynearson, Assistant Professor of Mechanical Engineering at Campbell University. 

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
Patent Research Log Rubric.pdfdisplayed 1393 times56.77 KB
Suggested Citation: 
Dobbins, Elizabeth. "Patent Research Assignment." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/patent-research-assignment.
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Submitted by Amanda Thompson on May 3rd, 2020
Short Description: 

This syllabus is a sample for an online literature course. I created this sample around Victorian studies, but any literature subject is applicable. I've provided examples of online projects. The goal of a syllabus like this one is to introduce students to literature, making online objects, and utilizing open resources effectively.

Below is a link to a sample learning object:

https://ajthomp55.wixsite.com/lispractvanhelsing

Attachments: 
AttachmentSize
Victorian Online Literature.docxdisplayed 1582 times457.8 KB
Learning Outcomes: 

Exposure: Students will learn about the Victorian era through selected literature. They will do so in a completely online format.

Create: Students will create digital objects that reflect their analysis of a Victorian text. 

Research: Students will learn to meaningfully engage with open access content, and learn about copyright.

Reflect: Students will complete reflective essays that inform the viewer of the decisions in their digital object.

Peer Review: Students will virtually workshop their digital objects together throughout the semester. They will share their work on the course discussion board to give and provide constructive feedback on their ideas, objects, etc. They will also use select class meetings for workshops.

Discipline: 
English

Information Literacy concepts:

Individual or Group:

Ability Level:

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: 
Thompson, Amanda. "Online Victorian Literature Syllabus." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/online-victorian-literature-syllabus-0.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Amanda Thompson on May 3rd, 2020
Short Description: 

This syllabus is a sample for an online literature course. I created this sample around Victorian studies, but any literature subject is applicable. I've provided examples of online projects. The goal of a syllabus like this one is to introduce students to literature, making online objects, and utilizing open resources effectively.

Below is a link to a sample learning object:

https://ajthomp55.wixsite.com/lispractvanhelsing

Attachments: 
AttachmentSize
Victorian Online Literature.docxdisplayed 1582 times457.8 KB
Learning Outcomes: 

Exposure: Students will learn about the Victorian era through selected literature. They will do so in a completely online format.

Create: Students will create digital objects that reflect their analysis of a Victorian text. 

Research: Students will learn to meaningfully engage with open access content, and learn about copyright.

Reflect: Students will complete reflective essays that inform the viewer of the decisions in their digital object.

Peer Review: Students will virtually workshop their digital objects together throughout the semester. They will share their work on the course discussion board to give and provide constructive feedback on their ideas, objects, etc. They will also use select class meetings for workshops.

Discipline: 
English

Information Literacy concepts:

Individual or Group:

Ability Level:

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: 
Thompson, Amanda. "Online Victorian Literature Syllabus." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/online-victorian-literature-syllabus.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Zoeanna Mayhook on April 21st, 2020
Short Description: 

Quiz your students on library terminology and concepts using this Library Jeopardy! template. This activity can be done for in-person library instruction sessions, or via Zoom/live virtual instruction sessions.

Attachments: 
AttachmentSize
Library Jeopardy.pptxdisplayed 1661 times1.78 MB
Learning Outcomes: 

Students will be able to review library terminology and quiz their knowledge.

 

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

Jeopardy board options are hyperlinked to different question slides. Participants can break up into teams, or be quizzed invidually. Instructors can use buzzers, or students can raise their hand or type their responses into a chat box (during virtual sessions).

Suggested Citation: 
Mayhook, Zoeanna. "Library Jeopardy! Template ." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/library-jeopardy-template.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Pascal Martinolli on November 8th, 2019
Short Description: 

An open access MOOC in French to bonify the information literacy skills of university students (with Moodle).

Relevant links: 
Open subscriptionAbout the MOOC
Learning Outcomes: 

Students will know how to identify references in a bibliography, how to define their research subjects (synonyms & thesaurus), how to combine their keywords, which service to use (catalog, database, Google,...), how to assess the credibility of their sources, how to cite and respect copyrights, how to produce a bibliography with Zotero, how to adopt good practices for publishing (publishing process, open access, predators), how to set up alerts on topics, and what are bibliometry and literature review.

Discipline: 
AnthropologyArchaeologyArtBusinessClassicsCommunication StudiesEconomicsEducationEnglishEthnic StudiesFilm and TVHistoryInformation ManagementLawLiberal StudiesLibrary and Information ScienceLinguisticsMultidisciplinaryMusicPhilosophyPolitical SciencePsychologyRhetoric, Composition, and WritingSocial WorkSociologyTheater ArtsTheologyWomen's and Gender Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

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

Integrated completely or partially into undergraduate and graduate courses. Also used as support to upgrade a specific information literacy skill of a student after a reference interview.

Assessment or Criteria for Success
Assessment Short Description: 
Each module is assessed by a 10 questions test.
Suggested Citation: 
Martinolli, Pascal. "MOOC BoniCI ." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/mooc-bonici.
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