In this assignment, students are given a range of newspaper article about science topics and work in pairs to find the original research article that the newspaper article is based on in the library databases. Students then assess when they might use an original research article vs when they might use a well-written newspaper article.

After the activity, the librarian gave short lecture about online fact checking based on Mike Caulfield's excellent fast and frugal fact checking strategies. If time allows, students can do some of the activities that Caulfield lists in his textbook.

This project has four Business case elements. Each element is related to one of the student course outcomes. Each case will require students to complete the following:
Read all elements of each case, including exhibits.
Write a one page summary for each case answering the questions in each case, for a total of a 4 page report.
The report should be submitted as one consolidated report addressing all four cases below.

This 30-minute activity was a quick introduction to algorithmic bias and the importance of critically evaluating search engine results. Algorithms increasingly shape modern life and can perpetuate bias and discrimination. In pairs, students analyzed the results from Google Image searches and Google Autocomplete suggestions. This activity was based on “Algorithms of Oppression: How Search Engines Reinforce Racism,” by Safiya Umoja Noble. This lesson plan was Part 1 of an hour-long workshop that also included a 30 minute Google Scholar activity. Please see Jennifer Masanaga's Google Scholar activity for Part 2: https://www.projectcora.org/assignment/exploring-google-scholar-summer-b...

Synthèse ludique des ateliers d'évaluation des sources. Peut être utilisé comme récompense : un exemplaire plastifié est offert à l'étudiant qui trouve l'erreur volontairement insérée dans la formation (les autres n'ont que la feuille en papier). Autre utilisation : trouver le document le plus faible parmi vos références, ou parmi les références du syllabus de tel cours.

Gamified summary for the evaluation of sources activity. A laminated copy could be used as award for the first student who discovers the mistake deliberately put in the learning activity; the other participants only get a paper copy of the sheet. Another use : in a list of bibliographic references, find the weakest one.

A one-shot or seminar class on fake news tied to source evaluation. Examination of the factors at play in the creation of misinformation; insight into how to select sources; tools and strategies for evalutating content of stories, authors, and news outlets.

What is “fake news” anyway? Are we living in a post-truth world? These University of Michigan course materials will provide opportunities to discuss and analyze news production, consumption and evaluation. Students will develop the critical thinking skills necessary to be an informed citizen; understand how their worldview affects their interpretation of the news; and create a personal strategy for fact-checking and evaluating the news. Topics include types of “fake news” such as misinformation and disinformation; economic and technological contexts of the news media; psychological and social factors of media consumption; and the impact of news on our society.

This is designed to introduce students to the wonderful world of periodicals, in their great variety, and to how they will appear in different databases. It also begins the work of building their skills at evaluating information sources, determining perspective.

This exercise was designed for 1st year writing students with several different goals in mind: • encourage deeper, closer reading; • introduce the concept that information sources have perspective; • develop vocabulary around describing information and perspective; • acquaint students with the many values/uses of subject encyclopedias; • practice topic narrowing using these types of encyclopedia articles.

This activity introduces students to a variety of databases in their discipline by asking them to quickly review and prepare an “elevator speech” on the database’s best features and content. Students then do three rounds of “speed dating” to share with other students what they’ve discovered.

This activity/assignment was designed for a first year composition course in collaboration with an English/Writing instructor. It could be used in an information literacy credit course, First Year Experience course, or in another discipline-specific context. The purpose of the lesson is to lay the foundation for students to be able to read scholarly work more effectively and critically.
Students are given instruction on reading a scholarly article and directed to look for key pieces of information such as research question or hypothesis, methods, participants or data sources, key findings, and limitations of the study. The instructor then shows an infographic (prepared in advance) showing those key pieces of information in a concise, visual format. Students are introduced to an online infographic maker such as easel.ly or piktochart, and directed to create their own infographic on the article as practice.
The graded assignment is for students to create an infographic on a scholarly article of their choosing, relevant to a larger research assignment in the composition (or other) course (e.g. an annotated bibliography).