information creation as a process

Submitted by Ellen Carey on April 14th, 2023
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Short Description: 

The SIFT* & PICK approach to evaluating sources adapts and builds on Mike Caulfield's SIFT method to help students select quality sources by practicing:

  • Lateral Reading (SIFT): fact-checking by examining other sources and internet fact-checking tools; and
  • Vertical Reading (PICK): examining the source itself to decide whether it is the best choice for their needs.

*The SIFT method was created by Mike Caulfield under a CC BY 4.0 International License.

Attachments: 
AttachmentSize
SIFT & PICK Fact Checking & Source Evaluation.pdfdisplayed 3118 times566.56 KB
SIFT & PICK Fact Checking & Source Evaluation without Luria Library branding.pdfdisplayed 2036 times375.72 KB
Relevant links: 
SIFT & PICK Fact Checking & Source Evaluation LibGuideSIFT & PICK Fact Checking & Source Evaluation in Google Slides (make a copy to adapt)
Learning Outcomes: 

After learning the SIFT & PICK Fact Checking & Source Evaluation process, students will be better able to:

  • Distinguish between lateral and vertical reading strategies for source evaluation
  • Use lateral reading strategies to fact-check information
  • Use vertical reading strategies to select the most appropriate sources for their particular needs
  • Consider how a particular source relates to a body of knowledge on a topic
Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

At Santa Barbara City College, we use SIFT & PICK in many instructional materials (e.g. research guides and Canvas modules) and guide students through this fact checking and source evaluation process in instruction interactions (research workshops, at the reference desk, in our Library 101 course, etc.).

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

The SIFT & PICK pdf and LibGuide include links to other fact fact checking and source evaluation resources.

Potential Pitfalls and Teaching Tips: 

When teaching the SIFT & PICK Fact Checking & Source Evaluation process, we emphasize the need for both fact checking (SIFT) and critical thinking in regard to selecting which source(s) to use (PICK). When we use SIFT & PICK in research workshops, we choose which concepts and/or ACRL Frames to emphasize based on the course assignment and/or goals of the workshop.

Suggested Citation: 
Carey, Ellen. "SIFT & PICK Fact Checking & Source Evaluation." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/sift-pick-fact-checking-source-evaluation.
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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
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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

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.
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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
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Short Description: 

Students will be exposed to various entry points of a sustainability topic in various formats. They will take notes as they experience those expressions on the Elements of Thought evidenced throughout. This in-class, two-part lesson includes an independent guided activity and a Think-Pair-Share activity for further reflection on source/ claimant evaluation.

Prior to this lesson, instructor will have chosen a topic relevant to their subject area or course content – Possible examples: food deserts, clean water in US, bee colony collapse.

Instructor will also have selected (commenting on this topic directly):
• One short-form video product (I.e. TED Talk, video essay, documentary clip, recorded speech, or other topical video informational product)
• One published essay, opinion editorial, or commentary
• One informative (unbiased) article or reference entry.
The duration of the in-class activities for this lesson is approximately 60-75 minutes. Length and difficulty of content should be considered when selecting the examples.

Attachments: 
AttachmentSize
EXAMPLE QEP and IL Lesson - ENC1102.docxdisplayed 903 times15.04 KB
Relevant links: 
Critical Thinking Logic Model (Elements of Thought)Critical Thinking - Paul-Elder - Teaching Tools
Learning Outcomes: 

• Students will closely listen and/or read information in order to recognize elements of thought
• Students will identify key components of written/ oral arguments for point of view, purpose, question at issue, information, interpretation and inference, concepts, assumptions, and implications and consequences
• Students will determine their information need (next steps for research) based on notes

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This lesson was created as a possible proposal for embedding in a freshman level composition course with a thematic focus on sustainability as a part of the college's QEP (theme: critical thinking). The theme for this lesson is highly adaptable, as are the individual sources. The Elements of Thought referred to throughout the activity are from www.criticalthinking.org and the Paul-Elder Model for Critical Thinking.

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

Find additional resources on the Paul-Elder Critical Thinking models on https://www.criticalthinking.org/ctmodel/logic-model1.htm

Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Moran, Cristy. "Critical Thinking in Action: Sustainability ." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/critical-thinking-action-sustainability.
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