This library class was designed for the courses Scene Design and Technical Theatre. However, it can be adapted and used for courses that make use of digital archives and other types of digital objects to support their arguments.

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.

This lesson was developed for a Photography course on the theory and psychology of photography (non-majors and majors both take this course). This lesson is typically presented at the beginning of a course section on the aesthetics of photography. It was meant to challenge their assumptions about art, information (online) as a commodity, and copyright practices of artists. Students may be asked to look up Richard Prince before class or during, as the lesson suggests.

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).

This workshop provides an introduction to creating infographics using Piktochart and includes advice on selecting a design, incorporating data, and structuring a story.

Introduces the ethical dimension of finding, using, and sharing images in the context of the undergraduate research assignment