information access

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 Duke University Libraries RIS Team on November 20th, 2019

Short Description:

This lesson on the nature and cost of scholarly publishing could be taught by
itself, or as part of a series on scholarly communication, or as a small part of a larger lesson on
information privilege.

Attachments:

Attachment	Size
Lesson Plandisplayed 870 times	269.69 KB
Citations for Info Privilege Lessons Mediadisplayed 954 times	10.84 KB

Relevant links:

Student Reading 1 Student Reading 2

Learning Outcomes:

Students will recognize the practices of scholarly publishers

Students will understand the cost of accessing scholarly research

Discipline:

Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Potential Pitfalls and Teaching Tips:

Introducing this topic could be as simple as indicating the impressive number of scholarly articles published each year or size of library collections budgets or be part of a lengthier lesson on how academic publishing works. It could be included in searching or source evaluation exercises and may set the stage for understanding the fundamentals of scholarly communication.

Suggested Citation:

RIS Team, Duke University Libraries. "Scale of Scholarly Publishing." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/scale-scholarly-publishing.

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 924 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 Carolyn Caffrey on April 18th, 2018

Short Description:

This activity is designed to support teaching at the intersections of scholarly communication and information literacy. The choose-your-own scenario activity, designed in LibWizard, can be used in a flipped classroom setting or in a traditional classroom. The choose-your-own scenario activity is inspired by and adapts questions from: Hare, S. & Evanson, C. (2018). Information privilege outreach for undergraduate students. College and Research Libraries. From 2018-2020 this took the place of an interactive survey with skip logic. In 2020, this was substanitally revised to use LibWizard, incorporate short videos, and still provide scenario-based learning.

Relevant links:

Interactive Scenario Activity

Learning Outcomes:

Students will be able to:

- Describe barriers to accessing published research
- Articulate benefits to alternative publishing models like open access

Discipline:

Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

The activity is marketed during Open Access Week and incorporated into information literacy sessions by librarians.

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

Some suggestions for integrating and scaffolding the content:

Follow up with a traditional library workshop on finding scholarly information and having students take note of whether or not it is freely available by analyzing the journal and using plug-ins like Unpaywall

For students about to be publishing their own work through Research Day Posters, a collaborative project with faculty, a student journal, etc. consider providing information on publishing and licensing your own content. Sarah Crissinger Hare at Indiana University has shared some worksheets designed for different disciplines that are freely licensed to adapt at: https://www.projectcora.org/assignment/why-you-won%E2%80%99t-have-jstor-when-you-graduate-and-what-you-can-do-about-it
Use a problem-based learning exercise where students have to access information with different levels of access. An example for health sciences can be found and adapted from at: https://www.projectcora.org/assignment/open-access-challenge

Collaborators:

Dana Ospina

Tessa Withorn

Suggested Citation:

Caffrey, Carolyn . "Access, Power, & Privilege." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/access-power-privilege.

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

Submitted by Sarah Crissinger on February 23rd, 2017

Short Description:

These materials support a workshop for seniors on losing access to information after graduation. After a short lecture on why information costs money, we used each exercise, which focus on students making their work open, to encourage students to think critically about how their information sharing decisions impact others. We used three types of exercises--academic, creative, and work/corporate--to acknowledge that students are creators of multiple kinds of information.

Attachment	Size
An exercise for the group of students most interested in making their scholarly work open and accessible displayed 907 times	14.8 KB
An exercise for the group of students most interested in making their creative work (photography, for example) open displayed 714 times	15.3 KB
An exercise for the group of students interested in better understanding how corporate IP agreements limit sharingdisplayed 826 times	14.72 KB

Relevant links:

Introductory Presentation LibGuide on Finding Information after Graduation

Learning Outcomes:

Students will be able to articulate how their own decisions impact others' ability to access information in order to make more intentional sharing choices with their information output

Discipline:

Library and Information Science

Individual or Group:

Group

Ability Level:

Undergraduate / Bachelors

Tags:

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

We were given a one hour slot during our university's annual Senior Summit. We had to collaborate with our Center for Career Development to do this.

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

Potential Pitfalls and Teaching Tips:

Suggested Citation:

Crissinger, Sarah. "Why You Won’t Have JSTOR When You Graduate and What You Can Do About It." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/why-you-won%E2%80%99t-have-jstor-when-you-graduate-and-what-you-can-do-about-it.

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