Searching as Strategic Exploration (Frame 6)

Submitted by Paizha Stoothoff on March 11th, 2021
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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 1178 times28.75 KB
Lesson Plan_Literary LA HistoryPin.docxdisplayed 1252 times26.06 KB
LibraryVisit_Literary LA and HistorPin.pptxdisplayed 1649 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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Submitted by Elizabeth Dobbins on May 15th, 2020
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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 1546 times790.35 KB
In-Class Activity - Hand this scenario sheet out to students to begin the activitydisplayed 1186 times70.09 KB
Source Cards - PDF (Editable Publisher file avail. at https://tinyurl.com/GICOIL2020-sources)displayed 1453 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
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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 701 times37.39 KB
Patent Research Lab - 7-Step Searching Handout (PDF)displayed 851 times106.23 KB
Student Research Log - Download Excel file at http://guides.lib.campbell.edu/patentsdisplayed 763 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 948 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
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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 1299 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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Submitted by Amanda Thompson on May 3rd, 2020
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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 1299 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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Submitted by Zoeanna Mayhook on April 21st, 2020
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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 1456 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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Submitted by Pascal Martinolli on November 8th, 2019
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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 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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Submitted by Duke University Libraries RIS Team on November 6th, 2019
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Short Description: 

In post-session feedback, first-year students frequently express anxiety over how to physically navigate the library to find a book on the shelf. This is a simple, pre-session activity to help students try this out before class, so that they can discuss with their librarian any challenges they faced in attempting to complete the task. With the help of the course instructor, students are asked to find a book on their research topic (or course topic) and bring it to class.

Attachments: 
AttachmentSize
Finding a Book Instructions.docxdisplayed 730 times13.61 KB
Finding-a-Book-example.pdfdisplayed 864 times340.67 KB
Finding-a-Book-template.pdf.docxdisplayed 740 times93.98 KB
Relevant links: 
Website detailing LoC call numbers
Learning Outcomes: 
  • Utilize the libraries online catalog to find a book suitable to chosen topic
  • Locate the specific book identified in the search in the stacks
Discipline: 
Multidisciplinary

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: 
  • Librarian will need to coordinate with instructor to ensure that the assignment is clearly communicated to students before class;
  • Participation, or assignment, credit helps as an incentive.
Suggested Citation: 
RIS Team, Duke University Libraries. "Finding a Book." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/finding-book.
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Submitted by Jeffrey Dowdy on November 5th, 2019
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Short Description: 

Through the course of researching a topic, students will learn about differences in types of information and how to use research to gather relevant terms to narrow a topic. 

Attachments: 
AttachmentSize
Worksheet with research activities, featuring the BEAM method. displayed 868 times20.61 KB
Learning Outcomes: 

Students will be able to sort information by type. 

Students will possess the necessary skills to direct their search towards certain types of information. 

Students will understand how to alter and select terms to broaden or narrow their search. 

Discipline: 
EnglishLiberal 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: 

Strike a balance of giving enough information for the students to complete the activities while allowing students to "learn as they do." Discussion should be included after each activity. 

Suggested Citation: 
Dowdy, Jeffrey. "Topic Types Terms." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/topic-types-terms.
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Submitted by Emilia Marcyk on October 25th, 2019
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Short Description: 

This class outline is based on the Four Moves and a Habit from Mike Caufield's Web Literacy for Student Fact Checkers.
It was designed for a first year writing class for students in an interdisciplinary STEM major. For their main class assignment, they were investigating a "fact" within their chosen scientific field, and tracing it to its origin. In addition to our in-class work they were also assigned to read:

Rekdal, O. B. (2014). Academic urban legends. Social Studies of Science, 44(4), 638–654. https://doi.org/10.1177/0306312714535679

The class was designed to take 70 minutes, with approximately 72 students attending. The attached PDF gives an outline for the lesson, with notes for further context.

Attachments: 
AttachmentSize
factchecking-presentation-and-outline.pdfdisplayed 1082 times1.34 MB
Relevant links: 
Intro to Fact Checking Slides (Google)
Learning Outcomes: 

Students will use the Four Moves and a Habit to trace the source of a claim, in order to:

  • understand where a claim originated
    make an informed choice about whether to believe a claim
  • incorporate similar strategies into future academic work
Discipline: 
Multidisciplinary

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: 
Marcyk, Emilia. "Introduction to Fact Checking ." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/introduction-fact-checking.
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