scholarly communication

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 3215 times566.56 KB
SIFT & PICK Fact Checking & Source Evaluation without Luria Library branding.pdfdisplayed 2086 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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Submitted by Nicole Hennig on September 8th, 2021
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Short Description: 

Learn how to read a scholarly article and identify the parts.

Relevant links: 
Anatomy of a Scholarly Article
Learning Outcomes: 

The student will learn to identify each section of a scholarly paper and understand its purpose.

Discipline: 
Communication StudiesEnglishHistoryLiberal Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This tutorial can serve as a stand-alone tutorial or can be used in the flipped classroom.

Collaborators: 
Yvonne Mery
Suggested Citation: 
Hennig, Nicole. "Anatomy of a Scholarly Article." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/anatomy-scholarly-article.
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Submitted by Duke University Libraries RIS Team on December 4th, 2019
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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: 
AttachmentSize
Citations for Info Privilege Lessons Mediadisplayed 919 times10.84 KB
Lesson Plandisplayed 1066 times377.57 KB
Relevant links: 
Scimago Data Visualization ToolsScimago About UsScimago Shape of Science VisualizationJournal of Universal RejectionNPR Article about the Journal of Universal RejectionExample PLOS Climate Change Article 1Example PLOS Climate Change Article 2Example PLOS Climate Change Article 3Example PLOS Climate Change Article 4Example PLOS Climate Change Article 5Possible Student Reading 1Possible 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:

Tags:

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.
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Submitted by Duke University Libraries RIS Team on November 20th, 2019
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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: 
AttachmentSize
Lesson Plandisplayed 867 times269.69 KB
Citations for Info Privilege Lessons Mediadisplayed 950 times10.84 KB
Relevant links: 
Student Reading 1Student 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:

Tags:

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.
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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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Submitted by Sarah Ralston on November 15th, 2017
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Short Description: 

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.
Students are given instruction on reading a scholarly article and directed to look for key pieces of information such as research question or hypothesis, methods, participants or data sources, key findings, and limitations of the study. The instructor then shows an infographic (prepared in advance) showing those key pieces of information in a concise, visual format. Students are introduced to an online infographic maker such as easel.ly or piktochart, and directed to create their own infographic on the article as practice.
The graded assignment is for students to create an infographic on a scholarly article of their choosing, relevant to a larger research assignment in the composition (or other) course (e.g. an annotated bibliography).

Attachments: 
AttachmentSize
Lesson plan, background prep, and assignment instructionsdisplayed 1979 times18.43 KB
"Parts of a Scholarly Article" Handout and Sample Infographicdisplayed 2782 times703.54 KB
Handout&Sample.pptxdisplayed 1948 times703.54 KB
Relevant links: 
Easel.ly
Learning Outcomes: 

1. Students will be able to identify the components of a scholarly journal article in order to become familiar with common structures of research articles.
2. Students will be able to locate the key pieces of information (hypothesis or research question, methodology, participants or data sources, findings, and limitations) in a scholarly journal article in order to read for understanding.
3. Students will be able to present the key pieces of information from a scholarly article in a visual format using infographic or other online creation tools.

Discipline: 
AnthropologyBiologyCommunication StudiesLibrary and Information ScienceMultidisciplinaryPsychologyRhetoric, Composition, and WritingSociology

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

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

This assignment was created for a first year composition course in collaboration with the instructor. She wanted to use infographics as a method for teaching multimodal writing, and I wanted a strategy for showing how to read scholarly articles. This activity was conducted on my second visit to class, so students already had instruction on source types and characteristics of scholarly articles. We'd also had a discussion about the concept Scholarship as a Conversation. I spent the class time following the lesson plan as written, and the following class day the students had time in the computer lab with their instructor to create their own infographics. The final essay for the class is an argumentative essay, requiring 5 sources, 2 of which must be scholarly. An infographic summarizing one of the scholarly articles is required as an attachment to the essay.

Suggested Citation: 
Ralston, Sarah. "Scholarly Articles: Reading for Understanding." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/scholarly-articles-reading-understanding.
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Teaching Resource

Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment

A white paper published by the Association of College & Research Libraries.

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.