social justice

Submitted by Desirae Zingarelli-Sweet on October 17th, 2019
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Short Description: 

This essay assignment asks students to reflect on their research process, evaluate on their sources, and reflect on social justice implications in reference to Catholic social teaching.

Attachments: 
AttachmentSize
Research Narrative Assignment.docxdisplayed 1087 times26.12 KB
Learning Outcomes: 

Students will: 1) Articulate and reflect on their research strategies and make meaning out of their experiences, 2) Evaluate individual sources and their chosen collection of sources as a whole according to criteria like authority, date, relevance, accuracy, and rationale, 3) Connect research questions and preliminary conclusions to social justice concerns and the Catholic social tradition.

Individual or Group:

Suggested Citation: 
Zingarelli-Sweet, Desirae. "Research Narrative Assignment: Integrating Reflection on Catholic Social Teaching." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/research-narrative-assignment-integrating-reflection-catholic-social-teaching.
Submitted by Melanie Hubbard on May 16th, 2018
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Short Description: 

In this assignment students work in groups on closely reading international policy documents, noting substantive changes in a policy area over time, and ploting those changes in the timeline tool, TimelineJS.

Attachments: 
AttachmentSize
InternationalPolicy_Timeline.docxdisplayed 1356 times25.46 KB
Learning Outcomes: 

Students will learn how to closely read and annotate policy, how to use Timeline JS, and how to present complex information in a concise and visual format.

Individual or Group:

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

Students worked in groups of three. Video tutorials were made to teach them how to use Timeline JS and the digital scholarship librarian checked in on them periodically and made herself available when they needed help.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Hubbard, Melanie. "Evolution of International Policy and Policy Areas." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/evolution-international-policy-and-policy-areas.
Submitted by Desirae Zingarelli-Sweet on August 9th, 2017
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Short Description: 

This assignment is designed to encourage students in introductory-level religious studies classes to check the assumptions they bring to the subject matter and to develop their critical inquiry skills in this area through close examination of primary text passages. The primary textual sources used may be contemporary or historical, depending on the course context.

The assignment consists of two sequenced exercises:
Part one. In-class writing exercise analyzing an unidentified passage (1-2 pages)
Part two. Reflection and expanded analysis of the identified passage using scholarly sources (3-4 pages)

Document includes student learning objectives, assignment description (for instructors), assignment instructions with checklist (for students), additional questions for reflection or discussion, and example primary source passages for use in the exercises.

Attachments: 
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Reflective Primary Source Assignment for Religious Studiesdisplayed 2368 times51.23 KB
Learning Outcomes: 

• Build critical analytical skills for religious studies by using existing knowledge to analyze a primary text, then by incorporating secondary information with closer reading.
• Reflect on the utility, limits, and origins of their first observations and assumptions to cultivate intellectual humility and begin to develop an awareness of their own cultural and religious positionality.
• Find and use secondary/tertiary scholarly sources to contextualize their reading of the primary text, deepen their analysis, and learn to value their use when interpreting primary texts in religious studies.
• Begin to place religious expressions, traditions, dynamics and power structures in the context of historical, cultural, social, political, and/or economic phenomena.

Individual or Group:

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

In-class primary source analysis only (Part I): great for library instruction sessions

Suggested Citation: 
Zingarelli-Sweet, Desirae. "Checking Our Baggage: Reflective Primary Text Analysis for Religious Studies." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/checking-our-baggage-reflective-primary-text-analysis-religious-studies.
Submitted by Lua Gregory on August 8th, 2017
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Short Description: 

This small group zine-making activity can be adapted for any discipline.

Attachments: 
AttachmentSize
Zines for the People.pdfdisplayed 5724 times328.16 KB
Learning Outcomes: 

1. To create, distribute, and use information as a means to effect change
2. Use positions of information privilege in order to make information more equitably accessible and/or available

Discipline: 
Multidisciplinary

Individual or Group:

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

Zine making materials: Markers, pens, pencils, scissors, tape, glue, stapler, magazines, and paper. Access to copy machine.

Collaborators: 
Suggested Citation: 
Gregory, Lua. "Zines for the People." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/zines-people.
Submitted by Elisa Acosta on July 2nd, 2017
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Short Description: 

This activity was created to introduce first-year students to library resources they can use for their annotated bibliography assignment. In pairs, students are assigned a task card that requires them to find an information source. After finding a source meeting the criteria of their task card, the student teams input their answers into a Google Form. Formative assessment takes place during class, allowing the librarian to modify instruction on-the-spot based on the responses from the form.

Summative assessment takes place at the end of the semester, when a rubric is applied to a sample of student responses from the activity. This assessment provides a more thorough picture of where students may have succeeded or struggled with the activity, and may provide ideas for how to adjust the activity in the future.

This recipe is from The First-Year Experience Cookbook, edited by Raymond Pun and Meggan Houlihan and written by Elisa Slater Acosta and Katherine Donaldson.

Learning Outcomes: 

The student will use information ethically by providing basic citation information for their source.
The student will be able to identify the appropriate information type based on their information need.
The student will be able to properly identify the format of the information source they find.
The student will be able to use effective keywords for their information need.
The student will be able to describe the purpose of a specific information source.
The student will be able to articulate how they could support a social justice argument using a source.
The student will be able to find a relevant source to match their information need.

Individual or Group:

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

This activity takes place after the Research Exploration Exercise and before the Annotated Bibliography .

Collaborators: 
Suggested Citation: 
Acosta, Elisa. "Taste Testing for Two: Using Formative and Summative Assessment." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/taste-testing-two-using-formative-and-summative-assessment.
Submitted by Elisa Acosta on March 20th, 2017
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Short Description: 

Students in an introductory Women's and Gender Studies course are required to critically analyze and edit an article in Wikipedia. Through class discussion and an active learning exercise, students begin to understand how and why women and many racial groups and individuals are underrepresented or systematically marginalized in Wikipedia. Students learn how to use the "Talk" tab to evaluate Wikipedia articles and learn about authority and power structures within that community.

Attachments: 
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Lesson Plandisplayed 971 times28.96 KB
Worksheet #1 displayed 904 times14.86 KB
Worksheet #2 displayed 790 times14.79 KB
Worksheet #3 displayed 808 times15.01 KB
Worksheet #1 (short version)displayed 849 times14.48 KB
Worksheet #2 (short version)displayed 859 times14.42 KB
Worksheet #3 (short version)displayed 779 times14.67 KB
Learning Outcomes: 

Identify voices missing or marginalized in Wikipedia Define "notability" Define "reliable sources" Explain how Wikipedia's policies and guidelines contribute to its gender gap in knowledge

Individual or Group:

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

One-shot library instruction. This exercise is a "warm up" for the Wikipedia edit-a-thon co-sponsored by the Women's and Gender Studies Department. http://librarynews.lmu.edu/2017/03/wikipedia-edit-thon-gender-race-sexua...

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

Jackson, J. (2016, July 28). Building on Millions of Tiny Shoulders: Tips for Hosting a Wikipedia Edit-a-thon. [Blog article]. Retrieved from http://programminglibrarian.org/blog/building-millions-tiny-shoulders-ti...

Potential Pitfalls and Teaching Tips: 

If taught Fall Semester, most first year students don't know what peer-review is yet.

Suggested Citation: 
Acosta, Elisa. "The Gender Gap in Wikipedia." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/gender-gap-wikipedia.
Submitted by Lisa Burgert on January 26th, 2017
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Short Description: 

Students will participate in a game-based learning scenario based on Net Neutrality. Participants will each assume the role of an individual vested in the issue (Chairman of the FCC, President of the U.S., CEO of telecommunications company, or Supreme Court Justice). They will form alliances, discuss issues, formulate a strategy, and briefly share their viewpoint with the hope of winning the game. The learning experience is student lead.

Attachments: 
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In Class Discussion Worksheet 1displayed 1054 times49.71 KB
In Class Discussion Worksheet 2displayed 817 times52.09 KB
Evaluation of the Gamedisplayed 771 times57.63 KB
Lesson Plandisplayed 902 times124.04 KB
Learning Outcomes: 

• Students will synthesize ideas gathered from multiple sources, and draw reasonable conclusions based on the analysis and interpretation of information of their biographical, corporate information, and research on Net Neutrality demonstrated through discussion with other stakeholders. (Research as Inquiry) • Students will recognize that a given scholarly work may not represent the only perspective on the issue by communicating with others during role-playing game with different opinions/viewpoints. (Scholarship as Conversation).

Individual or Group:

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

This lesson was designed for the Library 103: Information Literacy 3-unit credit course. It is designed as a major research project involving role-playing over multiple weeks in a semester long class. This is the second part of a three part series. In part one students are introduced to the project and the “All-But-The-Term-Paper” assignment. Part three groups or individual students give their presentations, there is a ruling on who wins the game, and a debrief of the game. With modifications the lesson can be adapted to single 90-minute session.

Potential Pitfalls and Teaching Tips: 

This is student lead and directed. Students discuss, collaborate, and present the information.

Suggested Citation: 
Burgert, Lisa. "Social Justice Role Playing Game: Net Neutrality Lesson Plan- Part 2." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/social-justice-role-playing-game-net-neutrality-lesson-plan-part-2.
Submitted by Margaret Brown-Salazar on January 26th, 2017
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Short Description: 

Created by M. Brown-Salazar Saint Mary's College of CA This lesson was developed to have graduate level students explore social justice issues in information found on the internet. It is based on Dr. Safiya Noble's work: Algorithms of Oppression. Simplified, we asked students to consider that when we seek information, we need to examine the perspective/privilege of the voices/sources of information and identify/understand whose voices are represented and whose voices are missing and how that impacts/influences our understanding. Students were asked to consider issues we uncovered in relationship to themselves personally, as students and also also professional practitioners. We used clips from a lecture by Dr. Noble to stimulate discussion and asked to students to critically examine results of google image searches as an illustration of inequities. Students completed a survey as assessment.

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Pre-session Handoutdisplayed 783 times25.63 KB
In Class Assignmentdisplayed 770 times16.76 KB
Learning Outcomes: 

Learning Objectives (include SMC institutional learning outcomes, ACRL Standards, Framework, or others) Students understand that Google is the dominate search engine. Students understand that most internet searchers believe the information they find is trustworthy, accurate, unbiased, credible Students understand that search engine algorithms are based on criteria for increasing advertising and marketing and not criteria to provide the best information available to answer their search query SRIL 1 Students understand that there are influences (social, political, economic, …) that shape social justice issues in information retrieval SRIL 1 Students can articulate a personal or professional practice that they could develop to become more critical consumers of information specifically as it relates to internet search results SRIL 1 SRIL 2 Students can articulate one action they might take to make the issue of social justice in information more apparent to others

Individual or Group:

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

This was a new unit added to a series of 3 information literacy sessions that graduates students complete in their Research Seminar course. The intention is to extend a lesson plan on using the internet for research to have students consider "the social, political, economic, and corporate systems that have power and influence over information production, dissemination, access, and consumption." (Gregory, L. and Higgins, S. (Eds.) (2013). Information literacy and social justice: Radical professional praxis. Sacramento, CA: Library Juice Press.) .

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
2016 2017 SeekingSocialJusticeinInformationAssessmentWorksheet.docxdisplayed 657 times15.61 KB
Potential Pitfalls and Teaching Tips: 

Although I asked students to watch the Noble video before the session - NO ONE did that! As I reconsider, I think it works fine without the pre-session video - I removed it from subsequent instruction sessions. This instruction takes on its own unique life with each group - it is fascinating. I am fortunate to work with faculty who allowed the session to take as long as it took. One session concluded and 15 minutes later students were still in the room talking about it in small groups on their own.

Suggested Citation: 
Brown-Salazar, Margaret. "Seeking Social Justice in Information | Graduate Counseling, Leadership and Education Students." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/seeking-social-justice-information-graduate-counseling-leadership-and-education-students.

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