citation

Submitted by Raymond Pun on February 12th, 2023
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Short Description: 

ChatGPT is an generative artificial intelligence chatbot released in November 2022 by OpenAI. What are the opportunities in using this tool to teach library instruction? This document highlights various ways to engage with learners in critically analyzing ChatGPT (version GPT-3) and its responses through the ACRL Frame: Information Creation as a Process. 

Attachments: 
AttachmentSize
Activity- Using ChatGPT For Library Instruction- Information Creation as a Process.pdfdisplayed 1954 times29.71 KB
Learning Outcomes: 
  • Learn how to connect library research and instruction with ChatGPT
  • Critically analyze ChatGPT and its responses through dialogue and research
Discipline: 
Education

Information Literacy concepts:

Individual or Group:

Suggested Citation: 
Pun, Raymond. "Using ChatGPT For Library Instruction: Information Creation as a Process." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/using-chatgpt-library-instruction-information-creation-process.
Submitted by Kelleen Maluski on February 28th, 2022
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Short Description: 

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. https://www.projectcora.org/assignment/politics-citation-discussion-activity.

Attachments: 
AttachmentSize
Lesson and activity outlinesdisplayed 800 times66.89 KB
Presentationdisplayed 859 times1 MB
Parts of the article that we readdisplayed 774 times75.46 KB
Activity where learners answered questions about the articledisplayed 719 times59.19 KB
2nd Activity where learners had to track down original researchdisplayed 703 times43.76 KB
Learning Outcomes: 
  1. Students will understand the impact of plagiarism and why citing is important

  2. Students will reflect on oppression as perpetrated through traditional, textual citation and review practice

  3. Students will identify definitions of erasure and punitive and opportunistic plagiarism 

  4. Students will develop a strategy for citing

Discipline: 
Health

Individual or Group:

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: 
Maluski, Kelleen. "Advanced Avoiding Plagiarism." CORA (Community of Online Research Assignments), 2022. https://projectcora.org/assignment/advanced-avoiding-plagiarism.
Submitted by Nicole Hennig on September 8th, 2021
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Short Description: 

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.

Learning Outcomes: 

Students will learn why it's important to give credit.

Information Literacy concepts:

Individual or Group:

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

This tutorial and optional assignment can serve as a stand alone tutorial or can be used in the flipped classroom.

Collaborators: 
Suggested Citation: 
Hennig, Nicole. "How Do I Give Credit to the Ideas of Others?." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/how-do-i-give-credit-ideas-others.
Submitted by Paizha Stoothoff on February 17th, 2021
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Short Description: 

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. Project ideas include: alternatives to the research paper in humanities and Literature courses; embedding timelines in website projects where students also create bibliographies of secondary sources; and library archival projects to showcase student work or a collection with an open-source tool if space or platforms are limited.

The lesson plan and worksheet are designed around Knightlab TimelineJS, but can be adapted for use with other timeline tools. Also included is a guide for selecting a timeline tool for instructors.

Attachments: 
AttachmentSize
Timeline Lesson Plan.docxdisplayed 854 times35.18 KB
Timeline Worksheet.docxdisplayed 829 times27.96 KB
Choosing a Timeline Creator_for instructors.docxdisplayed 740 times35.51 KB
Learning Outcomes: 

Students will:

  • Demonstrate an understanding of the scholarly discourse and/or cultural, historical context for a topic.
  • Use basic digital skills required for developing digital projects including use of URL links, embed code, alternative text for media.
  • Select appropriate materials for timelines including images, articles, and other resources available through library databases, library archives, and open web resources.

Individual or Group:

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

This lesson plan was implemented in a Victorian Literature upper division English class. The Professor assigned students a final website project as an alternative to the research paper. On their website, they included the following pages: About, Timeline, Reflection, and Works Cited. This workshop aided students in creating and finding resources for their timeline, and provided citation guidance as well. Archives and Special Collections at our University has also used Knightlab Timeline to create a digital exhibit with student interns to be embedded into a departmental project.

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

A supplemental LibGuide, Creating Timelines with Knightlab, was designed by the Humanities Librarian for all instructors/librarians/archivists interested in using the tool in their projects or courses.

LibGuide: https://libguides.calstatela.edu/c.php?g=1124920&p=8205317

Assessment or Criteria for Success
Assessment Short Description: 
Assessment may include student's grades for course projects. Professors did not use a rubric for grading the timeline, but there may be opportunities to develop a rubric for them in the future.
Potential Pitfalls and Teaching Tips: 

Part two, registering for Knightlab, will take time. There are some technical nuances that come up with using the Timeline (which the FAQ in the LibGuide aims to address). To avoid spending the whole library session on registration and using the tool, have students register in class and spend the remainder finding sources. Students can 'plug in' their content at home and follow-up with any questions. When piloting this worksheet and lesson plan, about 5 students reached out with some technical questions to the Librarian. Updating the FAQ to answer common questions proved useful for the Librarian and for students.

Also, tailor the resources you share based on the context for the timeline. For example, if it's being used for a Victorian Literature class, I would emphasize the British Library, ArtStor, free Images, and Britannica Online. If it's being used for 19th Century Novel, I would emphasize 19th century newspapers, ArtStor, free images, and possibly Women's Studies Archives.

 

Suggested Citation: 
Stoothoff, Paizha. "Creating a Timeline with Knightlab." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/creating-timeline-knightlab.
Submitted by Tara Cataldo on September 29th, 2020
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Short Description: 

The assignment has students search the same topic in Google and the Web of Science or BIOSIS database. They are asked to pick one result from each search, identify its components (title, author, year) and identify the container of the information (journal, book, news, etc.). They are then asked to compare and reflect on the different results. 

Attachments: 
AttachmentSize
Google vs WoS assignment.pdfdisplayed 716 times93.55 KB
Learning Outcomes: 
  1. Examine the difference between searching the open web and a literature database
  2. Identify the containers of digital information
  3. List the parts of a scholarly citation 

 

Individual or Group:

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: 
Cataldo, Tara. "Google vs. Web of Science." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/google-vs-web-science.
Submitted by Liz Bellamy on June 11th, 2020
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Short Description: 

When writing a research paper, it can be easy to overlook the human side of scholarship – how being cited in a study (or not) can have real, material consequences, and how social structures can systematically exclude certain people from scholarship. This activity and lesson explores these ideas and gives students strategies for making their literature reviews more inclusive.

All told, this lesson takes about 50 minutes to an hour -- 20-30 minutes for the readings and pre-workshop activity, and 30 minutes of discussion. 

AttachmentSize
Inclusive citations outline and lesson plan.docxdisplayed 1300 times20.47 KB
Learning Outcomes: 
  • Students will be able to articular some of the material consequences of citation practices in scholarly and research fields.
  • Students will be able to identify baseline strategies for practicing inclusive citation in their fields of study.
  • Students will be able to consider alternative sources of authority in their fields of study.

Individual or Group:

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

This flipped-classroom workshop was first implemented in an extracurricular summer undergraduate workshop series. It was one of many topics offered in the series, and meant to complement topics such as "Finding Full-Text Articles" and "Writing a Literature Review." The workshop has been held virtually over Blackboard and Zoom, though it can certainly be adapted to an in-person setting. 

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

Readings:

1: Maha Bali, Inclusive Citation: How Diverse Are Your References?

2: Rachel Pells, Understanding the Extent of Gender Gap in Citation 

Activity:

1. After finishing the readings, complete the following activity analyzing the citation practices of a research paper of your  choice. Choose either:

  1. your own literature review up to this point, or
  2. a scholarly article you’re considering for your literature review.

Your task is to briefly analyze the gender dynamics of your chosen research paper's works cited page (up to 20 sources, max). Based on what you can infer of the genders of the authors cited, what do you notice? Is there a balance or imbalance of gender among the authors cited? 

2. Respond to this discussion board post with what you noticed during your analysis and what any gender gap or lack thereof says to you about whose voices are valued in your field. 

Instructor's note: In order to remain manageable, this activity asked students to make assumptions about gender based on superficial characteristics and sort those genders largely into a binary. Some brief classroom time was spent unpacking how, in reality, gender is a complex spectrum. 

Suggested Citation: 
Bellamy, Liz . "Whose Shoulders Are You Standing On? Inclusive Citation Practices in Literature Reviews." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/whose-shoulders-are-you-standing-inclusive-citation-practices-literature-reviews.
Submitted by Aisha Conner-Gaten on March 4th, 2020
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Short Description: 

Using three example excerpts on citation practice and the experiences of specific scholars, attendees will interrogate and discuss how whiteness and other oppressions impact citation practice using a series of questions. 

AttachmentSize
Example Excerpt 1 on Misogynoirdisplayed 1038 times63.08 KB
Example Excerpt 2 on Peer Review for Indigenous Scholarsdisplayed 1003 times63.16 KB
Example Excerpt 3 on Citing Problematic Scholarsdisplayed 857 times63.25 KB
Learning Outcomes: 

By Example Number
Example 1:

  • Attendees will identify definitions of erasure and punitive and opportunistic plagiarism 
  • Attendees will reflect on oppression as perpetrated through traditional, textual citation practice

Example 2:

  • Attendees will examine the ways in which indigenous scholars navigate peer review
  • Attendees will reflect on oppression as perpetrated through traditional, textual citation practice

Example 3:

  • Attendees will examine the pros and cons of citing problematic scholars
  • Attendees will develop a strategy for citing problematic scholars bolstered by their personal ethics
  • Attendees will reflect on oppression as perpetrated through traditional, textual citaiton practice

Individual or Group:

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

This activity was done during a citation panel event: https://cal.lmu.edu/event/citations2020#.XmA4O5NKhTY. This was 25 minutes (15 minutes to read and discuss in pairs and 10 minutes to share with the larger group). Discussion was facilitated.

Potential Pitfalls and Teaching Tips: 

When facilitating larger discussion, provide summary of each reading as some groups may need context. Review each questions so attendees can share notes taken. Save last question of each example for a shared discussion (each example has same last question).

Collaborators: 
Suggested Citation: 
Conner-Gaten, Aisha. "Politics of Citation Discussion Activity." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/politics-citation-discussion-activity.
Submitted by Faith Rusk on August 9th, 2019
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Short Description: 

In this activity, students review correct in-text citations for a particular format, then practice writing their own examples. These examples are submitted anonymously via a google form, allowing for the collective and collaborative review.

Attachments: 
AttachmentSize
Active In-Text Citation Instruction & Practice.docxdisplayed 1287 times19.31 KB
Learning Outcomes: 

Students will be able to identify multiple ways to correctly cite in text
Students will be able to effectively integrate a source through summarizing, paraphrasing, or quoting
Students will be able to comment upon correct elements of a citation and critique incorrect elements and provide corrections

Discipline: 
Multidisciplinary

Individual or Group:

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

Used in one-shot library instruction classes

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

Students need devices to submit their practice via the google form. A non-technology work around by is for students to hand write their examples, which the instructor collects and then copies onto the board (or retypes on the instructor computer), but it is time consuming.

Collaborators: 
Suggested Citation: 
Rusk, Faith. "Active In-Text Citation Instruction & Practice." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/active-text-citation-instruction-practice.
Submitted by Nicole Branch on March 22nd, 2018
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Short Description: 

This lesson was co-developed by Daniel Ransom and Nicole Branch. This is an intensive APA workshop that could be broken into parts. It covers both APA citation and formatting, with a protest theme. The workshop was conducted as a stand-alone, outside of class workshop at Holy Names University in 2014 and 2015. Though Occupy is now dated, the theme of protest could be adapted to something more current. We didn't think it would be possible to make APA citation engaging, but this lesson did just that. It was especially popular with nursing and education students. We also include materials for integrating MLA.

Attachments: 
AttachmentSize
Occupy APA Lesson Plandisplayed 13037 times96.14 KB
Occupy APA Cheat Sheetdisplayed 1021 times168.54 KB
Occupy APA Cheat Sheet (with MLA!)displayed 1021 times155.93 KB
Occupy APA Know Your Rights Handoutdisplayed 838 times98.6 KB
Occupy APA Know Your Rights Handout (with MLA!)displayed 724 times103.12 KB
Occupy APA Examples By Type Handoutdisplayed 894 times75.02 KB
Occupy APA Slidesdisplayed 1084 times2.92 MB
Learning Outcomes: 

Objectives:
• Get Informed: Learn common rules for APA citation style
• Identify your targets: Learn to identify the type of information source,
especially for electronic sources
• Know your rights: Learn to use the APA Manual and online sources to
look up and apply APA rules

Discipline: 
EducationPsychology

Information Literacy concepts:

Individual or Group:

Tags:

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

This was offered as a stand-alone, outside of class workshop. Students signed up to attend. It was also shortened and adapted for in-class use in a range of courses.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Collaborators: 
Suggested Citation: 
Branch, Nicole. "Occupy APA: A Citation Sit-in." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/occupy-apa-citation-sit.

Teaching Resource

Collection of online tutorials from Arizona State University Library. Includes tutorials on citation styles, plagiarism, finding sources, database searching, and more.

Pages