open access

Submitted by Tierney Gleason on May 16th, 2023

Short Description:

These slides were developed for a high school class visiting our academic library. Their assignment was to learn how to do legal research to write a history paper on a Congressional bill or Supreme Court case.

Attachments:

Attachment	Size
IntroToLegalResearch_Congress_SupremeCourt.pptxdisplayed 822 times	2.18 MB

Learning Outcomes:

Choosing and refining a research topic

Performing background research

Working with secondary and primary sources geared towards legal topics

Discipline:

History Law

Information Literacy concepts:

Individual or Group:

Group

Ability Level:

High School / Secondary

Tags:

Potential Pitfalls and Teaching Tips:

This session was designed for high school students who had limited access to an academic library. Emphasis on open access options was important.

Slides were designed for flipping back and forth with live searching rather than following the slides in linear order with no interruptions.

Suggested Citation:

Gleason, Tierney. "Introduction to Legal Research." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/introduction-legal-research.

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 Paizha Stoothoff on February 17th, 2021

Short Description:

Digital timelines enable us to tell stories visually by connecting non-linear moments: events, reactions, and experiences. This assignment includes a lesson plan and worksheet for teaching with timelines. Timelines work best when they are created as a project for a course, since they take time to develop. Project ideas include: alternatives to the research paper in humanities and Literature courses; embedding timelines in website projects where students also create bibliographies of secondary sources; and library archival projects to showcase student work or a collection with an open-source tool if space or platforms are limited.

The lesson plan and worksheet are designed around Knightlab TimelineJS, but can be adapted for use with other timeline tools. Also included is a guide for selecting a timeline tool for instructors.

Attachments:

Attachment	Size
Timeline Lesson Plan.docxdisplayed 1005 times	35.18 KB
Timeline Worksheet.docxdisplayed 1016 times	27.96 KB
Choosing a Timeline Creator_for instructors.docxdisplayed 867 times	35.51 KB

Relevant links:

Creating Timelines with Knightlab LibGuide

Learning Outcomes:

Students will:

Demonstrate an understanding of the scholarly discourse and/or cultural, historical context for a topic.
Use basic digital skills required for developing digital projects including use of URL links, embed code, alternative text for media.
Select appropriate materials for timelines including images, articles, and other resources available through library databases, library archives, and open web resources.

Discipline:

English History Library and Information Science Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This lesson plan was implemented in a Victorian Literature upper division English class. The Professor assigned students a final website project as an alternative to the research paper. On their website, they included the following pages: About, Timeline, Reflection, and Works Cited. This workshop aided students in creating and finding resources for their timeline, and provided citation guidance as well. Archives and Special Collections at our University has also used Knightlab Timeline to create a digital exhibit with student interns to be embedded into a departmental project.

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

A supplemental LibGuide, Creating Timelines with Knightlab, was designed by the Humanities Librarian for all instructors/librarians/archivists interested in using the tool in their projects or courses.

LibGuide: https://libguides.calstatela.edu/c.php?g=1124920&p=8205317

Assessment or Criteria for Success

Assessment Short Description:

Assessment may include student's grades for course projects. Professors did not use a rubric for grading the timeline, but there may be opportunities to develop a rubric for them in the future.

Potential Pitfalls and Teaching Tips:

Part two, registering for Knightlab, will take time. There are some technical nuances that come up with using the Timeline (which the FAQ in the LibGuide aims to address). To avoid spending the whole library session on registration and using the tool, have students register in class and spend the remainder finding sources. Students can 'plug in' their content at home and follow-up with any questions. When piloting this worksheet and lesson plan, about 5 students reached out with some technical questions to the Librarian. Updating the FAQ to answer common questions proved useful for the Librarian and for students.

Also, tailor the resources you share based on the context for the timeline. For example, if it's being used for a Victorian Literature class, I would emphasize the British Library, ArtStor, free Images, and Britannica Online. If it's being used for 19th Century Novel, I would emphasize 19th century newspapers, ArtStor, free images, and possibly Women's Studies Archives.

Suggested Citation:

Stoothoff, Paizha. "Creating a Timeline with Knightlab." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/creating-timeline-knightlab.

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

Submitted by Jessea Young on October 18th, 2018

Short Description:

The “Open Access: Strategies and Tools for Life after College” workshop was developed to give students the tools to continue academic research after graduation. Students may not recognize that the library provides many electronic resources for their research that is automatically given to them during their enrollment; by acknowledging their privileged access to information, they are prepared to be responsible researchers beyond campus. The workshop was requested by international students who were concerned about losing access to LMU resources when they returned home.

Attachments:

Attachment	Size
Lesson Plandisplayed 1907 times	1.18 MB
Presentation Slidesdisplayed 1404 times	2.2 MB
Information Privilege Worksheetdisplayed 1209 times	21.4 KB
Open Access Only Worksheetdisplayed 1120 times	21 KB

Relevant links:

OA Case Study: Yes, We Were Warned About Ebola LibGuide

Learning Outcomes:

1. Students will be able to define the following terms: open access, paywalls, and information privilege.
2. Students will appreciate the impact of open access scholarship and it’s benefit to the public good.
3. Students will be able to search the appropriate open access tool in order to find free scholarly content.

Discipline:

Library and Information Science Multidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This workshop was created for the Summer Undergraduate Research Program (SURP). Faculty mentors and Librarians hold workshops and seminars throughout the summer to help SURP students build their research and presentation skills. Three international students suggested the workshop topic! They wanted to know more about ResearchGate and how to find free scholarly information once they left LMU.

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

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 1029 times	14.8 KB
An exercise for the group of students most interested in making their creative work (photography, for example) open displayed 832 times	15.3 KB
An exercise for the group of students interested in better understanding how corporate IP agreements limit sharingdisplayed 936 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

Submitted by Janelle Wertzberger on February 15th, 2017

Short Description:

This class activity is designed to help health sciences students understand challenges to accessing public health information in a variety of settings. The exercise was created for students in Prof. Dailey’s Global Health class (HS 322) at Gettysburg College in Fall 2015.

The activity, as well as notes for instructors considering using this exercise, are both shared here.

Attachments:

Attachment	Size
Open Access Challenge.pdfdisplayed 1279 times	403.8 KB

Learning Outcomes:

Students will engage in problem-based learning to determine the cause of a described disease and find published sources that will help develop a treatment protocol. (The wrinkle is that students will not have the same access to information.)

Discipline:

Health

Information Literacy concepts:

Individual or Group:

Group

Ability Level:

Undergraduate / Bachelors

Tags:

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

This activity was designed for Health Sciences 322, Global Health, at Gettysburg College, and was first used in Fall 2015. That semester, the class enrolled 18 undergraduate students (mostly juniors and seniors) and met for a 75-minute class period.

Potential Pitfalls and Teaching Tips:

Notes about facilitating the activity are included in the document

Suggested Citation:

Wertzberger, Janelle. "Open Access Challenge." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/open-access-challenge.

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

Teaching Resource

Common Ground at the Nexus of Information Literacy and Scholarly Communication

"Common Ground at the Nexus of Information Literacy and Scholarly Communication" presents concepts, experiments, collaborations, and strategies at the crossroads of the fields of scholarly communication and information literacy.