climate change

Submitted by Duke University Libraries RIS Team on December 4th, 2019

Short Description:

This lesson on journal prestige could be taught by itself, as part of a series on scholarly communication, or as a small part of a larger lesson on information prestige.

Attachments:

Attachment	Size
Citations for Info Privilege Lessons Mediadisplayed 922 times	10.84 KB
Lesson Plandisplayed 1069 times	377.57 KB

Relevant links:

Scimago Data Visualization Tools Scimago About Us Scimago Shape of Science Visualization Journal of Universal Rejection NPR Article about the Journal of Universal Rejection Example PLOS Climate Change Article 1 Example PLOS Climate Change Article 2 Example PLOS Climate Change Article 3 Example PLOS Climate Change Article 4 Example PLOS Climate Change Article 5 Possible Student Reading 1 Possible Student Reading 2

Learning Outcomes:

Students will recognize the practices of scholarly publishers

Students will evaluate whether citation count is a good indicator of authority

Discipline:

Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Potential Pitfalls and Teaching Tips:

This topic could fit well into instruction sessions that include significant treatment of source evaluation and is one potential approach as you move beyond simple categorization of sources as scholarly/non-scholarly or primary/secondary. It stops short of a critical examination of construction of authority but could be used to hint at greater subtlety and complexity. This topic has particular relevance for upper level undergraduates engaged in research, who may be starting to think about publication from an author’s perspective.

Suggested Citation:

RIS Team, Duke University Libraries. "Journal Prestige." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/journal-prestige.

Copyright icon to go along with copyright rules.

All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

Submitted by Elisa Acosta on July 18th, 2018

Short Description:

Environmental science students critically analyzed the Environmental Protection Agency’s (EPA) website and its treatment of climate change during the Trump, Obama, and Bush presidencies. This library “warm-up” activity was designed to raise awareness of data fragility and the long-term accessibility of government websites. As future science professionals, it’s important to think about how this impacts scientists and their work. Students were introduced to several tools including: The Internet Archive’s Wayback Machine, End of Term Archive, and Data Refuge. What happens when government web pages are hidden, moved, or deleted?

Attachments:

Attachment	Size
Discussion Aid (PowerPoint with screenshots)displayed 1345 times	5.16 MB
Additional Resourcesdisplayed 1647 times	17.57 KB
Worksheetdisplayed 925 times	544.39 KB

Relevant links:

Conference Presentation Course LibGuide

Learning Outcomes:

1.Students will begin to discuss how social, economic, and power structures influence the production and dissemination of climate change information on the EPA website. 2.Students will recognize how government priorities impact federal websites and data accessibility. 3.Students will be able to search the Internet Archive’s Wayback Machine in order to find missing or deleted government web pages.

Discipline:

Environmental Studies Library and Information Science Multidisciplinary Political Science Rhetoric, Composition, and Writing Sociology Urban Studies

Information Literacy concepts:

Information Has Value (Frame 3)

Individual or Group:

Group

Ability Level:

Undergraduate / Bachelors

Tags:

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

This was a library "warm-up" activity and discussion for a traditional one-shot library instruction session for upper-division environmental science and health & human science students. It was a 75 minute class (warm-up 20-30 minutes). The students needed to find articles and data for their climate change topics. The professor also asked if I could show them how to locate climate change information that had recently disappeared from several federal government websites.

I gave each student a worksheet with directions. In groups of two, students navigated the websites, shared their thoughts with a partner and answered the worksheet questions in writing. Then we had a class discussion and I collected the worksheets.

This activity can be modified for a communication studies, journalism or English class. Students can analyze the language of the new EPA website and compare it to earlier archived versions via the WayBack Machine. The term "climate change" was erased and replaced by terms like "extreme weather" and "resilience."

Assessment or Criteria for Success

Assessment Short Description:

I collected their worksheets and read the student responses. This gave me the opportunity to hear from the quiet students who didn’t speak up during the discussion. I also saw where students struggled with the activity.

Potential Pitfalls and Teaching Tips:

Instead of counting how many times “climate change” is mentioned on the EPA home page, some students used the search box and received 10,000+ results.

Suggested Citation:

Acosta, Elisa. "Missing Information Has Value: Climate Change and the EPA website." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/missing-information-has-value-climate-change-and-epa-website.

All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

Submitted by Cristy Moran on January 19th, 2017

Short Description:

Students will generate a well-reasoned conclusion in a two-page paper in which they identify a "good" Internet source and a "bad" Internet source, using IL source evaluation terminology (outlined in CRAAP) to guide their writing.

They will then explain why the good source should be used to investigate the chosen topic, and why the bad source should not be used in their investigation.

Attachments:

Attachment	Size
Cristy_Moran_ClimateChangeCHM.docxdisplayed 1182 times	14.96 KB
Evaluating Internet Sources Rubric.docxdisplayed 1085 times	18.66 KB

Attachment	Size
Cristy_Moran_CRAAP_handout.pdfdisplayed 1796 times	668.5 KB
Cristy_Moran_Intellectual_Standards_handout.docxdisplayed 848 times	15.77 KB

Relevant links:

Elements and Standards - Paul-Elder Critical Thinking Model

Learning Outcomes:

• Student will critically assesses sources using various criteria terminology such as: currency, relevance, authority, accuracy, purpose, etc., and adequately examines each source.
• Student will identify various specific authority factors for each source such as: domain, URL, corporate author, “About Us” or “Contact Us” links; or author credentials.
• Student will clearly state reliability and appropriateness of the information for the specific information/ research need, and demonstrate adequate reasoning and/or justification for assessing each source.
• Student will articulate and apply the Intellectual Standards to guide reasoning.

Discipline:

Chemistry Communication Studies Environmental Studies Multidisciplinary

Information Literacy concepts:

Individual or Group:

Individual

Ability Level:

Tags:

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

This lesson was created by a Chemistry professor for his Honors college Chemistry course. It has been enhanced for IL and adapted for our college's QEP (theme: critical thinking). It was also adapted throughout attending a Backwards Design class as an example (Library Juice Academy) thus the GRASPS instructional design tool was used.

Content will be uploaded into their online course shell (in the course management system) for them to view prior to an in-person library session. This will include a short library orientation video and another short using library resources video – both of which I created in the last year.

Students will attend a face-to-face library session – a full 75-minute class.

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

For additional information about the Intellectual Standards, please visit www.criticalthinking.org for the Paul-Elder Critical Thinking Model.

Assessment or Criteria for Success

(e.g. rubric, guidelines, exemplary sample paper, etc.):

Attachment	Size
Cristy_Moran_ClimateChangewAnswers.docxdisplayed 785 times	21.27 KB

Suggested Citation:

Moran, Cristy. "Evaluating Internet Sources - Climate Change." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/evaluating-internet-sources-climate-change.

All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License