critical information literacy

Submitted by Carolyn Caffrey on August 6th, 2024
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Short Description: 

This is part of an introductory first-year class to the university where students are introduced to the library and asked to think critically about how information is organized using the framework of critical cataloging. After watching a short video on the idea of classification and its problems with fixing identity categories, students analyze and categorize selected book from the collection, and then reflect on how knowledge is organized and their choices as authors.

Attachments: 
AttachmentSize
ENG 107 cataloging worksheet.docxdisplayed 822 times11.75 KB
AttachmentSize
ENG 107 cataloging worksheet.docxdisplayed 738 times11.75 KB
Learning Outcomes: 
  • Discuss how communities and identities are celebrated and marginalized in library collections
  • Reflect on knowledge organization and how it compares to their own authorial choices

Individual or Group:

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

This is an introductory English Composition course that is entirely first-year students over the summer session before they begin their first year of college. Students in this class write a "definitional essay" where they define a word used in a community they belong to that others may not know (e.g. an ethnic/cultural identity, a community based on a hobby, any other discourse community). They are also writing about campus services for a public audience of other first year students (including critiques).

As students are working on the definitional essay they discuss authorial choices and identity extensively. Students then watch a general library video, "Queering Classification," which discusses Sandy Berman and Emily Drabinski's queer cataloging and how library classification is not neutral. After watching the video students tour the library space and the librarians lead the students who work individually or in small groups to categorize and assign keywords to a cart of curated materials. After students work independently on the worksheet for ~15 minutes the librarian leads a small group discussion on neutrality and the challenges in organizing knowledge. The session ends with concluding questions and reflection on the choices they make as authors, which communities they are addressing, and how identity shifts. The entire activity is ~40 minutes.

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

Selecting engaging books is key for this activity! A popular title among students was a graphic novel on cooking (is it cooking, is it comics, etc.) and a book about food justice and African American Activism.

Suggested Citation: 
Caffrey, Carolyn . "Thinking critically about knowledge organization." CORA (Community of Online Research Assignments), 2024. https://projectcora.org/assignment/thinking-critically-about-knowledge-organization.
Submitted by Kelleen Maluski on January 20th, 2023
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Short Description: 

The sixth in a series of 6 courses, students focus on the Pharmacists’ Patient Care Plan involving prescription medications, patient history, and more complex patient cases. The librarian has already met with these students in other courses so this is and scaffolded approach with this being their last session with the librarian. The purpose of the librarian session is to make sure they feel comfortable doing advanced research on drug information pertaining to specific topics that will be communicated to patients. In a previous session the librarian covered disparities and discrimination in both search engines and scholarly databases so this is to reinforce those lessons. The session starts with a brief Kahoot quiz (with prizes for winners) and discussion of any sticking points that become clear through this quiz. This is to allow students to teach and learn from each other and to assess their needs as opposed to assuming what they might be needing reinforcement on. Then the students break out into groups to create a patient education zine on smoking cessation for members of the LGBTQ2S+ communities. The zine has to have at least 2 background sources, 1 scholarly article, and 1 drug information portal source. All sources have to be cited in correct APA format. There also has to be at least one page where the group communicates to the patients how they found this information (in otherwords their search strategy). At the end of the class there is about 20 minutes set aside for the groups to present on their zines, what information they included, and why. The librarian makes copies of the zines for all members of the class afterwards, thus helping to build intrinsic motivation for sharing with their cohorts. The librarian for this course pre-makes the zine booklets and brings all supplies for making zines (such as markers, glue sticks, scissors, paper, magazines to cut up, etc.)

Learning Outcomes: 

Reinforce concepts reviewed in previous classes while allowing students to teach each other and come away with a learning object they have built.

Discipline: 
Health

Individual or Group:

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

This is the 3rd in a series of scaffolded classes for pharmacy students

Potential Pitfalls and Teaching Tips: 

Will need to provide supplies and that obviously requires a budget. Also need knowledge on how to make zines. 

Suggested Citation: 
Maluski, Kelleen. "Reinforcement of Cultural Humility in Searching and Patient Communications." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/reinforcement-cultural-humility-searching-and-patient-communications.
Submitted by Kelleen Maluski on November 3rd, 2021
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Short Description: 

This lesson was given to a health career academy that consists of high school and undergraduate students. The students have a strong interest in careers in the health sciences but have yet to start their education through health sciences programs. The point of the session was to understand how disparities and health literacy intersect and will be important factors in the work they do as learners and providers and to empower the students to use their cultural wealth and voices to make change. I am attaching the slides with notes (which acted as my lesson plan for this session). The slides were originally animated.  I am including a PDF with the notes. Unfortunately I am not able to load a Power Point due to size, but feel free to reach out if you need an editable file. 

Attachments: 
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PDF of the slides and notesdisplayed 919 times1.94 MB
Learning Outcomes: 

Learners will be able to explain what health disparities are and how they are a part of a system of discrimination, colonization, and white supremacy. Learners will be able to explain what health literacy is and how understanding it will make them better providers. Learners will begin to think about their role and the health sciences profession's role in restructuring the systems of oppression.

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. "Health Disparities and Literacy for Future Health Care Providers." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/health-disparities-and-literacy-future-health-care-providers.
Submitted by Carolyn Schubert on May 6th, 2021
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Short Description: 

We use Google every day, but we do really understand why we get certain results? This event will explain what an algorithm is, how search engines use them, and how bias exists in our search results. Attendees will have a chance to reflect on the ways biased results can echo larger biases for representation in society.  Access this site at your convenience at: https://jmu.libwizard.com/f/algorithms-bias

Co-creators: Malia Willey and Alyssa Young.

AttachmentSize
Tutorial Outline.docxdisplayed 855 times36.47 KB
Learning Outcomes: 

Learning goals: 

  • Defining a broader context for algorithms 

  • Analyzing Google results for algorithmic bias 

  • Identifying actions for countering algorithmic bias

Information Literacy concepts:

Individual or Group:

Suggested Citation: 
Schubert, Carolyn. "What’s Behind a Web Search? Bias and Algorithms ." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/what%E2%80%99s-behind-web-search-bias-and-algorithms.
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 1304 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 Amanda M. on July 19th, 2018
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Short Description: 

Art and design students are almost always asked to write about their work, in the form of an artists’ statement, at some point in their academic career. This is a skill that is crucial as they move from student to professional or practicing artist because it gives them the opportunity to reflect on their work, share concepts and develop their authority in their field, and, very importantly, discuss how their work builds on the work of others who share similar themes and/or processes. These descriptive texts provide additional context, insight, evidence, and background details that are otherwise difficult for viewers to identify or understand. This lesson describes the process linking the creative process to the research process for visual and fine art disciplines in order to articulate sources of inspiration, identify themes, and provide context for an intended audience. Pop culture is an accessible topic that most students will have some familiarity with, and so the lesson focuses on contemporary and pop artists who draw from several sources to create their bodies of work.

Attachments: 
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Artist Statements (1).pdfdisplayed 1378 times96.33 KB
Learning Outcomes: 

Students will collaboratively research and mind map the work of one artist to identify the ways in which this artist is influenced by other art, disciplines outside of art, and contemporary issues, and culture. Students will consider and articulate who their work is in conversation with (other artists, theorists, etc.) and how they are building on the contributions others have made. Students will generate a mind map of themes, artists, and influences that pertain to their body of work in order to begin researching each one more thoroughly. Students will use further research to contextualize their body of work within cultural, social, artistic, and discipline-specific histories and contemporary practices/movements.

Discipline: 
Art

Information Literacy concepts:

Individual or Group:

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

I've used this with upper level/graduate photography and printmaking students, but could be applied to many disciplines.

Potential Pitfalls and Teaching Tips: 

Consider the artists you use as your example. I use Beyonce and Janelle Monae because most of my students are familiar with them on some level. If they were not familiar this lesson may be less effective and students would be less engaged.

Suggested Citation: 
M., Amanda. "Artist Statements: Context, Content & Conversations." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/artist-statements-context-content-conversations.
Submitted by Amanda M. on March 14th, 2018
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Short Description: 

This lesson was developed for a Photography course on the theory and psychology of photography (non-majors and majors both take this course). This lesson is typically presented at the beginning of a course section on the aesthetics of photography. It was meant to challenge their assumptions about art, information (online) as a commodity, and copyright practices of artists. Students may be asked to look up Richard Prince before class or during, as the lesson suggests.

Attachments: 
AttachmentSize
Richard Prince, Aesthetics, Value of Info.pdfdisplayed 1126 times73.25 KB
Learning Outcomes: 

Identify and discuss relevant issues related to the work of Richard Prince, including copyright, appropriation, and visual information as a commodity.
Consider the original context of the work of Richard Prince and critique whether these images, in this new context, take on a different meaning.
Discuss the choices that Richard Prince has made in the production of his work to influence interpretation and aesthetic value

Discipline: 
Art

Individual or Group:

Assessment or Criteria for Success
Assessment Short Description: 
See lesson plan
Suggested Citation: 
M., Amanda. "Richard Prince, Aesthetics, and the Value of Information." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/richard-prince-aesthetics-and-value-information.
Submitted by Josh Rose on January 30th, 2017
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Short Description: 

Through a reading assignment, a brief lecture, and small group discussion, students training to be high school teachers learn about Information Literacy (IL) and Critical Information Literacy, and consider how they can apply these concepts within their disciplines and in their teaching practice. This short, 55-minute session was taught for a course called "Foundations in Secondary Education", offered through the Single Subject (Secondary) Teaching Credential program at Saint Mary's College of California's Kalmanovitz School of Education.

Attachments: 
AttachmentSize
An_Introduction_to_Information_Literacy_for_Secondary_Education.pptxdisplayed 1287 times308 KB
Learning Outcomes: 

1. Students describe what the term "information literacy" means, where it comes from, and how it works.
2. Students describe a process model of information literacy such as the Big6.
3. Students compare information literacy with critical information literacy.
4. Students discuss how they might apply information literacy or critical information literacy concepts within their discipline and in their teaching practice.
5. Students plan how they might work with a high school librarian or media specialist to teach information literacy concepts in the classroom.

Discipline: 
Education

Individual or Group:

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

This session was in response to a faculty member's request for a lecture about information literacy.

Prior to the session, students were asked to read James Elmborg's "Critical information literacy: Implications for instructional practice" (2006). During a brief lecture students learn about Mike Eisenberg and Bob Berkowitz's Big6 model of information literacy. Students then form small discussion groups organized loosely by their discipline (i.e. math and science; language arts; social studies) and discuss and answer the following questions:

- What are some potential criticisms of information literacy standards?
- What does information literacy (IL) look like in your discipline?
- How might you apply IL (e.g., the Big6) within your discipline and in your teaching practice?
- How might you apply critical IL within your discipline and in your teaching practice?
- Does your practicum school have a dedicated librarian or media specialist? How might you work with him or her to teach IL or critical IL in the classroom?

Students were then asked to report out to the larger group about what they discussed.

Suggested Citation: 
Rose, Josh. "An Introduction to Information Literacy for High School Educators." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/introduction-information-literacy-high-school-educators.
Submitted by Cristy Moran on March 3rd, 2016
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Short Description: 

This activity asks students to work in groups to evaluate Internet sources to meet a research need. Students will use their available wireless devices, smartphones, tablets, computers, or laptops to retrieve the URLs provided to them. Working together, students will ask evaluation questions, guided by a CRAAP handout (attached) or instructor. Then, groups will share their findings with the class. o Students are grouped (3-4 students per group, number of groups in total is irrelevant what it important is the size of the group remains very small). o Each group is handed a scenario card – a 3x5 index card with a URL, beneath the URL is a topic/ question for research. Each student should also receive an Internet evaluation handout with the CRAAP criteria for evaluation on it. (These cards will be created by the instructor. They are recommended to be realistic, likely research questions/ topics for their course and the URLs should be likely search results. Results should vary between acceptable, recommended sources and not recommended sources.) o Students should be given a short time to review - 3-5 mins. Instructor should stress how quickly students can move through a website to capture information such as publication dates and check source links. o At the end of the review period, each group will have a spokesperson make their case to which the class can engage with questions as to the criteria. This activity can be repeated multiple times. It is highly adaptable and reusable.

Attachments: 
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CRAAP Evaluation of Web Sources Infographic Handoutdisplayed 2071 times668.5 KB
Example for Scenario Cards - Search on Juvenile Justice Topicsdisplayed 2139 times251.42 KB
Learning Outcomes: 

o Students will analyze sources for currency, relevance, accuracy, authority, and purpose. o Students will determine whether a source meets their information need.

Individual or Group:

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

This activity is a 5-10 minute activity delivered after a tour of library resources, when students are taught about evaluating Internet sources and given tips on how to effectively manage Internet research. This activity has also been implemented with professional faculty acting as students when modeled for faculty professional development workshops.

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

The attached handout is an infographic for the CRAAP evaluation strategies and can be printed out and used in tandem with Internet evaluation skills instruction or provided to students to guide them through this activity.

Suggested Citation: 
Moran, Cristy. "Evaluating the Interwebz with Think/ Square/ Share." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/evaluating-interwebz-think-square-share.

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