primary source

Submitted by Amanda M. on May 11th, 2018
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Short Description: 

This lesson was developed for HIS484 (Topics in the History of Gender and
Sexuality/Pride in the time of HIV/AIDS) in the Spring of 2018. The students’ final assignment
culminated in a multimedia or digital research project on a topic of their choosing and heavily
relied on primary source and visual materials. This lesson focuses on how students, as content
curators and analysts, can engage in deeper analysis and contextualization of the sources they
present through their projects. Students collectively analyzed one example from a particular
resource that they are already acquainted with and considered the language used by both
systems of knowledge and the communities that they are studying, in order to help them form
thoughtful, critical, and reflective perspectives.

Attachments: 
AttachmentSize
Lesson plan with links to google doc worksheet and google slidesdisplayed 1218 times92.09 KB
Learning Outcomes: 

Students will be able to analyze and contextualize primary source and visual materials related to HIV/AIDS.
Students will be able to articulate how knowledge is socially constructed and contested and how/why language evolves over time.
Students will engage with art as a primary source related to their research topics.

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.): 

See full lesson plan/pdf

Potential Pitfalls and Teaching Tips: 

This worked well with a small class, but may be more challenging with a larger class. I would likely have students work in groups to evaluate different works of art using the google worksheet instead of doing one for the whole class.

Suggested Citation: 
M., Amanda. "Visual Aids and Descriptors in Primary Source Evaluation & Curation." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/visual-aids-and-descriptors-primary-source-evaluation-curation.
Submitted by Kristen Bailey on October 3rd, 2017
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Short Description: 

Made to be an in class activity or a library resource requested by professors for courses. The first page goes with the instruction portion of a class. 'What is a primary source? What is a secondary source? What is a tertiary source?' It takes them through example types of sources, particularly concerned with history courses. The second and third pages require evaluation of a student's primary and secondary sources. They include a series of questions to make the student think about what makes a source reliable, if the source has a skewed perspective, or if the source is actually related to their research topic.

Attachments: 
AttachmentSize
Historical Sources.pdfdisplayed 34258 times168.9 KB
Learning Outcomes: 

Distinguish between primary and secondary sources in a specific discipline.
Evaluate potential sources and determine value .

Individual or Group:

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

This was created at the request of a history professor for integration into their lower-level history survey. The professor wanted to be able to have a reusable resource to help students evaluate the quality of materials they were using for their research. They also wanted the students to have a quick visual reminder of what constitutes a primary or secondary source in relationship to their research question.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Bailey, Kristen. "Evaluating Historical Sources." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/evaluating-historical-sources.

Teaching Resource

This interactive learning module takes students through the process of identifying the differences between primary and secondary sources. The structure of the tutorial consists of four parts.

Submitted by Deborah Novak on July 12th, 2016
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Short Description: 

This assignment was created for an introductory nutrition course for health related science majors and nonmajors to meet the Information Literacy Flag criteria for the core standards at Loyola Marymount University. The assignment focuses on the evaluation of a primary and secondary source on a specific topic to assess the similarities and differences between the sources of information. The primary goal of the assignment is for a pair of students to select a current popular press article that references a recent scientific journal article. The students then procure a copy of the scientific journal article. Using a formatted questionnaire, the students evaluate characteristics and information from the popular press article and then characteristics and information from the journal article, then compare and contrast the two information sources.

Learning Outcomes: 

Locate, evaluate and effectively utilize information obtained from a variety of information sources. Find and use scholarly and discipline-specific professional information and understand how it differs from popular information. Evaluate resources for reliability, validity, accuracy, authority, and bias.

Discipline: 
BiologyHealth

Individual or Group:

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

This assignment is incorporated into an introductory nutrition course for health-related science majors and nonmajors. Most nutrition courses include a discussion on scientific research methods and sources of reliable nutrition information. This project has been integrated into the course as the follow-up assignment to the Scientific Method and Reliable Sources of Nutrition Information Unit. The assignment is designed to be completed by students partnered together in groups of two (three when there is an odd number of students in the class).

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
The Partner Evaluation Form: allows each student to evaluate their project partner's contributions to the assignment.displayed 653 times15.92 KB
Sample Popular Press Articledisplayed 566 times16.93 KB
Sample Scientific Journal Articles referenced in popular press articledisplayed 824 times189.18 KB
Sample completed ILP Questionnaire (exemplary sample)displayed 2375 times253.47 KB
Potential Pitfalls and Teaching Tips: 

This assignment does not work well if the popular press article is a "list" i.e. top 5 sources of fiber, or the journal article is a opinion or summary piece. The journal article should be a standard analytical, descriptive or experimental study. Instructor needs to carefully review the popular press article and scientific article to make sure the students have selected proper articles. About 10-15% of the class need 2-3 tries before identifying an appropriate set of articles. The due date for Part 2 is usually determined after all of the groups have successfully identified their sources. The project can be done individually but it can be time consuming to grade which is why it has become a partner project. The partner evaluation rubric provides accountability for level of participation of each partner.

Suggested Citation: 
Novak, Deborah. "Information Literacy Project." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/information-literacy-project.
Submitted by Elizabeth Galoozis on March 2nd, 2016
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Short Description: 

This annotated bibliography assignment has five different versions for five different groups of disciplines: arts, humanities, social analysis (social sciences), life and physical sciences, and quantitative reasoning. Each is meant to give students a way to identify and explore the key types of scholarly sources in those disciplinary categories; for example, to understand what is meant by a primary source in each category. The titles of these disciplinary categories are specific to the General Education Seminar categories at my institution, as are the titles of the research guides suggested in the assignment. It could be used as a precursor to a research paper or as a standalone assignment.

Learning Outcomes: 

Identify the contributions that different types of information sources (e.g., experimental research, creative works, primary sources, theory) make to disciplinary knowledge.

Individual or Group:

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

This assignment is part of a suite of resource,s including tutorials and library instruction, for the General Education seminar, a course for first-year students meant to introduce them to modes of disciplinary inquiry.

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

The other resources for this course may be found at http://libguides.usc.edu/ge.

Suggested Citation: 
Galoozis, Elizabeth. "Annotated Bibliography / Introduction to Disciplines." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/annotated-bibliography-introduction-disciplines.
Submitted by Lani Smith on February 17th, 2016
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Short Description: 

Students create an entry in the Fremont Wiki - http://localwiki.net/fremont. Students incorporate information literacy concepts, have hands-on experience conducting research, and create actual content on the Internet [while also learning how easy it is for anyone to change that content]. It could also be a great chance to get students into local museums and archives.

Attachments: 
AttachmentSize
create a fremont wiki entry.docdisplayed 987 times537.5 KB
Learning Outcomes: 

coming soon

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

This would be greatly strengthened taught in a learning community. Could work well with English, History, Journalism, LGBT History, and more.

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

If there isn't one in your town, a LocalWiki is easy to set up. You can also contact the folks who run it who graciously supply their wonderful support. https://localwiki.org One of the exciting things this does is to get some of this history out of the archives into to a wider audience. See Oakland Wiki http://oaklandwiki.org/ for an incredibly dynamic example.

Suggested Citation: 
Smith, Lani. "Create an entry in a LocalWiki." CORA (Community of Online Research Assignments), 2016. https://projectcora.org/assignment/create-entry-localwiki.
Submitted by Desirae Zingarelli-Sweet on December 1st, 2015
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Short Description: 

This set of assignments is designed to help students: (a) grow initial thoughts and questions into carefully scoped and well-reasoned research papers, and (b) develop critical thinking skills through interrogation of familiar images of religion and spirituality in American popular culture.

Learning Outcomes: 

a) Critically evaluate images of religion in American popular culture (primary sources), using criteria such as date, authorship, context, and rationale for creation and/or dissemination. b) Formulate an appropriately scoped research question based on information gaps or on reexamination of existing information. c) Locate and access pertinent scholarly sources beyond course readings. d) Analyze specific aspects of a religious tradition as historical, social, and cultural phenomena through integration of course content and outside scholarly sources. e) Demonstrate an understanding of the value of information and nature of the scholarly conversation through the consistent and accurate citation of sources in Chicago style. f) Interpret chosen images (primary sources), course material, and other secondary sources in order to draw reasonable conclusions about the transformation of religious concepts through their circulation in American popular culture.

Discipline: 
Theology

Individual or Group:

Suggested Citation: 
Zingarelli-Sweet, Desirae. "Sequenced Research Paper in Religious Studies." CORA (Community of Online Research Assignments), 2015. https://projectcora.org/assignment/sequenced-research-paper-religious-studies.
Submitted by Alexander Justice on June 4th, 2015
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Short Description: 

This assignment asks students to compare the dramatization of a historical event to the historical writing about the same event.

Learning Outcomes: 

Critical thinking

Discipline: 
Film and TVHistory

Individual or Group:

Suggested Citation: 
Justice, Alexander. "Historical Film Critique and Comparison." CORA (Community of Online Research Assignments), 2015. https://projectcora.org/assignment/historical-film-critique-and-comparison.

Teaching Resource

TeachArchives.org is an innovative resource for teachers, administrators, librarians, archivists, and museum educators.