A two-credit online undergraduate information literacy course used in an adult degree completion bachelor's program.

This is a participatory, variable lesson frame ready for you to modify to suit your instruction needs. This lesson and it's variations focuses on encouraging students to see themselves as information creators and part of the scholarly conversation and can also variously include conversations about about the scholarly information cycle and/or authority depending on instruction constraints and configuration.

The Business Task Cards is a 1-hour team-based activity. The activity was created for a business management course that needed to complete a business opportunity project. The activity requires students to complete four tasks: 1) Find company information, 2) Find a company's income statement, 3) Find articles on a company's management strategy, and 4) Find current industry trends that will impact the company. A print and online version of the activity is provided.

The “Open Access: Strategies and Tools for Life after College” workshop was developed to give students the tools to continue academic research after graduation. Students may not recognize that the library provides many electronic resources for their research that is automatically given to them during their enrollment; by acknowledging their privileged access to information, they are prepared to be responsible researchers beyond campus. The workshop was requested by international students who were concerned about losing access to LMU resources when they returned home.

The purpose of this activity is to inspire students to adopt structured methods when they explore and retrieve information. It is based on lab notebooking methods and on managing and documenting the flow of references in Zotero, a reference management software.

The first principle is based on a tree of collections to manage the references arriving in the Zotero library. Some basic methods are suggested and the students are invited to create their own. The second principle is based on standalone notes to document all the research process through online database, libraries and experts.

This short lesson introduces identifying search terms with a Koosh ball. The 10 minute activity can be used in one-shot instruction sessions or built in to credit bearing information literacy courses.

This lesson was developed for HIS484 (Topics in the History of Gender and Sexuality/Pride in the time of HIV/AIDS) in the Spring of 2018. The students’ final assignment culminated in a multimedia or digital research project on a topic of their choosing and heavily relied on primary source and visual materials. This lesson focuses on how students, as content curators and analysts, can engage in deeper analysis and contextualization of the sources they present through their projects. Students collectively analyzed one example from a particular resource that they are already acquainted with and considered the language used by both systems of knowledge and the communities that they are studying, in order to help them form thoughtful, critical, and reflective perspectives.

This lesson, created for English 2010, or Argumentative Writing, teaches students how to use library databases and keywords in order to focus their research topics. Most students come prepared with a general or broad topic in mind, but they need to narrow their focus in order to get more relevant search results. Here they simultaneously learn to search in and use the library databases and to focus their research topics.

During this activity, students work in small groups to explore assigned databases and then share back what they learn in a Google Doc projected at the front of the classroom.

In this lesson students view a series of short videos about searching library resources, interspersed with exercises in which they conduct searches on their topics and reflect on what they find and on the research process. (The first two videos and accompanying activities are done outside of class; the third can be done in class.)