The SIFT* & PICK approach to evaluating sources adapts and builds on Mike Caulfield's SIFT method to help students select quality sources by practicing:
Learn how to read a scholarly article and identify the parts.
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.
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.
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.
This activity/assignment was designed for a first year composition course in collaboration with an English/Writing instructor. It could be used in an information literacy credit course, First Year Experience course, or in another discipline-specific context. The purpose of the lesson is to lay the foundation for students to be able to read scholarly work more effectively and critically.
I recently presented a lightning talk on CORA at the California Conference on Library Instruction (CCLI) at the University of San Francisco.
A white paper published by the Association of College & Research Libraries. Written by a working group of leaders from many parts of the association, this white paper explores and articulates three intersections between scholarly communication and information literacy. The paper also provides strategies for librarians from different backgrounds to initiate collaborations within their own campus environments between 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. The seventeen essays and interviews in this volume engage ideas and describe vital partnerships that enrich both information literacy and scholarly communication programs within institutions of higher education.
Students interview their professor(s) and ask them to describe how they do research, how research gets disseminated in their discipline, etc. Each student can ask one question below. This assignment can be useful as a “first day of class” activity for a First Year Seminar. Novice researchers are introduced to scholarly discourse and discipline-specific approaches to producing knowledge by experts.
