Community College

Submitted by Ariel Dyer on November 18th, 2024
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Short Description: 

Play-based learning activity asking students to intentionally create "fake news" and engage with their emotional reactions in coming across information. 

Learning Outcomes: 
  • Evaluate news using the SIFT rubric
  • Select relevant misinformation tools and apply to misleading information
  • Create misinformation in order to understand its proliferation

Individual or Group:

Potential Pitfalls and Teaching Tips: 

Recommendations for adaptation:

  • -Prior introduction to AI tools
  • -Stronger parameters for discussion post (set the scene)
Suggested Citation: 
Dyer, Ariel. "Faking Breaking News." CORA (Community of Online Research Assignments), 2024. https://projectcora.org/assignment/faking-breaking-news.

Teaching Resource

These online, self-paced tutorials built in Articulate Storyline instruct students in academic-level research skills at point-of-need.

Submitted by Cristy Moran on April 6th, 2016
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Short Description: 

Students write to communicate and their writing, when citing sources, must communicate what they understand of others’ writings. By asking students to write with the purpose of summarizing, paraphrasing, and quoting a selected article to their classmate, they will experience what you experience when you read their writing. They will understand the purpose and mechanics of using sources in their writing. Activity is highly adaptable and suitable for independent readers high school and above. Activity can be modified for lower level learners. Additionally, .doc and .pdf versions of worksheets are attached so instructors can feel free to alter. Activity steps: * Distribute Source Notes worksheet to students. * Give students 10 min to re-read their source and to complete one summarize/ paraphrase/ quote exercise. * Students will exchange Source Notes with partner (Student B). * Without consulting Student A, Student B will tell the class what they understand about Student A’s topic. * Student A will self-assess, answering what they could have done better to communicate in writing. (Example sources are provided as PDF if students' actual sources are unavailable. Instructors are free to use their own example sources - those provided are included for inspiration or adoption.)

Attachments: 
AttachmentSize
Source Notes_directions+worksheet.docxdisplayed 1100 times21.75 KB
SourceNotes_worksheetONLY.docxdisplayed 864 times14.92 KB
SourceNotes_worksheetONLY.pdfdisplayed 1061 times92.69 KB
SourceNotesActivitySlides.pdfdisplayed 1073 times19.77 KB
Example IL Excerpt 1.pdfdisplayed 1488 times102.2 KB
Example IL Excerpt 2.pdfdisplayed 890 times83.2 KB
AttachmentSize
Source Notes_directions+worksheet.docxdisplayed 700 times21.75 KB
SourceNotes_worksheetONLY.docxdisplayed 738 times14.92 KB
SourceNotes_worksheetONLY.pdfdisplayed 832 times92.69 KB
SourceNotesActivitySlides.pdfdisplayed 822 times19.77 KB
Example IL Excerpt 1.pdfdisplayed 812 times102.2 KB
Example IL Excerpt 2.pdfdisplayed 717 times83.2 KB
Learning Outcomes: 

Students will practice critical reading & note-taking with research materials relevant to their immediate need (i.e. their assignment). Students will share their notes with a partner who will present to class – and assess their own effectiveness in communicating ideas in writing.

Individual or Group:

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

This activity has been shared and modeled for non-librarian and librarian instructors. The materials can be used in support of a real assigned research project/ paper or with example sources. We encourage the use of actual student research materials to be used in the classroom portion of this activity so students can continue use beyond the interactive exercise. It is not recommended that this activity be implemented during a one-shot library instruction session due to the length of time required. It can, however, be introduced in a one-shot library instruction session. Materials used for this can also be distributed to academic support partners including but not limited to composition faculty, writing centers/ labs, tutors, reference areas, or other front line staff who students engage with questions about research or writing.

Suggested Citation: 
Moran, Cristy. "Source Notes ." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/source-notes.
Submitted by Cristy Moran on March 3rd, 2016
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Short Description: 

This is a short, engaging activity suitable for learners of all levels. In it, students evaluate web sources that are provided by an instructor using the acronym CRAAP (currency, relevance, accuracy, authority, and purpose). Students work together in groups and explore evaluation processes aloud, with guidance from the CRAAP cards and the instructor. This is an adaptation of various evaluating sources activities available in LIS literature and professional resources. This activity is ideally implemented as a kind of collaborative game moderated by the instructor. It is highly adaptable. o Students are grouped into 5 groups - one for each criterion of CRAAP. Each group will receive a CRAAP card or 3x5 index card with evaluation questions pertaining to Currency, Relevance, Accuracy, Authority, and Purpose – different for each table. o A source will be shared with the class on the projector. These sources will include scholarly articles, websites (blogs and orgs), and reference entries. It is essential that the instructor select sources that are relevant to their students (either by course, subject, or level) and that would be likely results on a student Internet search for a research topic/ question. o Each group will evaluate the source aloud on the single criterion they’ve been assigned. If it “passes,” then the source gets asked the next question. If it “fails,” the source is dismissed. o This activity can be repeated with various websites or web sources.

AttachmentSize
CRAAP Cards 2 sideddisplayed 934 times3.97 MB
Learning Outcomes: 

o Students will examine sources for currency, relevance, accuracy, authority, and purpose. o Students will explain how different elements of a source (author, date, scope, slant, reading level, etc.) effect how the source meets or doesn’t meet their information gathering needs.

Individual or Group:

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

This is implemented in one-shot library instruction sessions at a state college. It has also been implemented as a way to model the activity in professional faculty workshops.

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

CRAAP Cards print 2 sided for criterion (ex: Currency) on one side and questions (ex: What date...?) on back.

Potential Pitfalls and Teaching Tips: 

This activity is engaging, student-centered, and metacognitive. It is recommended that instructors curate a list of acceptable or recommended Internet resources for their various subject areas and use those among not recommended web sources for this exercise.

Suggested Citation: 
Moran, Cristy. "Evaluating the Interwebz with Designated Skeptics." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/evaluating-interwebz-designated-skeptics.