web sources

Submitted by Tierney Gleason on May 16th, 2023
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Short Description: 

These slides were developed for a high school class visiting our academic library. Their assignment was to learn how to do legal research to write a history paper on a Congressional bill or Supreme Court case.

Attachments: 
AttachmentSize
IntroToLegalResearch_Congress_SupremeCourt.pptxdisplayed 611 times2.18 MB
Learning Outcomes: 
  • Choosing and refining a research topic

  • Performing background research

  • Working with secondary and primary sources geared towards legal topics

Discipline: 
HistoryLaw

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.): 
Potential Pitfalls and Teaching Tips: 
  • This session was designed for high school students who had limited access to an academic library. Emphasis on open access options was important.

Slides were designed for flipping back and forth with live searching rather than following the slides in linear order with no interruptions.

Suggested Citation: 
Gleason, Tierney. "Introduction to Legal Research." CORA (Community of Online Research Assignments), 2023. https://projectcora.org/assignment/introduction-legal-research.
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 3128 times566.56 KB
SIFT & PICK Fact Checking & Source Evaluation without Luria Library branding.pdfdisplayed 2040 times375.72 KB
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

Individual or Group:

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.
Submitted by Gina Trask on March 24th, 2022
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Short Description: 

This lesson actively engages learners in the process of evaluating an information source using the SIFT technique, designed by Mike Caufield. The approach uses lateral reading techniques and the lesson encourages learners to apply and reflect on the technique as it pertains to a specific information need.

Attachments: 
AttachmentSize
Activitydisplayed 1599 times27.11 KB
Example scenarios of information needs for the activitydisplayed 1667 times84.89 KB
Lesson plandisplayed 1872 times101.13 KB
Learning Outcomes: 

Learners will be able to evaluate a website or online source to determine if it is appropriate to use for a specific information need.

Information Literacy concepts:

Individual or Group:

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

This lesson has been taught for multiple audiences: first-year and senior college students for a specific course assignment, as a drop-in virtual workshop with college students of all levels, and as a continuing education workshop with public school educators. The lesson has also be adapted as an asynchronous module in a learning management system.

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

Caulfield, M. (2019, June 19). SIFT (The Four Moves). Hapgood. https://hapgood.us/2019/06/19/sift-the-four-moves/

Caulfield, M. (2017). Web Literacy for Student Fact-Checkers. https://webliteracy.pressbooks.com/

Lesson materials adapted from: Citizen Literacy by Robert Detmering, Amber Willenborg, and Terri Holtze for University of Louisville Libraries is licensed under CC BY-NC-SA 4.0.

 

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
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Rubric for Activitydisplayed 1177 times81.95 KB
Assessment Short Description: 
The activity for this lesson serves as the assessment. The rubric can be used to assess the competency of the learners in regards to the SIFT technique. It may be appropriate for some learners to be at the "beginner" or "developing" stage and for others to aim for "exemplary" stage.
Suggested Citation: 
Trask, Gina. "Source Evaluation via SIFT Technique." CORA (Community of Online Research Assignments), 2022. https://projectcora.org/assignment/source-evaluation-sift-technique.
Submitted by Ellen Carey on September 15th, 2017
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Short Description: 

UPDATE: PLEASE USE SIFT & PICK INSTEAD!

I created the SIFT & PICK Fact Checking & Source Evaluation process to improve upon P.R.O.V.E.N. SIFT & PICK better distinguishes between lateral reading to fact check information and vertical reading to select the best sources for specific information needs. It is briefer and better lends itself to teaching concepts such as information creation,  authority/expertise, bias, and scholarly conversation, in the context of source evaluation.

Ellen Carey 4/14/23

P.R.O.V.E.N. was designed to provide students with a source evaluation process that was grounded in both the ACRL Framework and Michael Caulfield's "Four Moves and a Habit" from his ebook, "Web Literacy for Student Fact-Checkers" (2017). The process included both strategies for fact-checking by examining other sources such as internet fact-checking tools, and strategies for analyzing the source itself by examining its purpose, relevance, objectivity, verifiability, expertise, and newness. The "P.R.O.V.E.N." acronym emphasized the process students could go through to demonstrate credibility based on their particular needs, rather than the state of a particular source (i.e. credible or not). The questions were designed to guide this evaluation process, not to serve as a checklist.

Attachments: 
AttachmentSize
PROVEN Source Evaluation Process - Feb 2021 Update.pdfdisplayed 4951 times233.85 KB
Learning Outcomes: 

After using the P.R.O.V.E.N. Source Evaluation Process students will be better able to: -Identify strategies for evaluating sources -Consider the purpose of a source -Identify the value of a particular source for their needs, based on its type, content, and age -Examine the objectivity and accuracy of a source and the authority of its authors

Discipline: 
Multidisciplinary

Individual or Group:

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

At Santa Barbara City College, we are in the process of switching from P.R.O.V.E.N. to the new SIFT & PICK Fact Checking & Source Evaluation process.

In the past, we used P.R.O.V.E.N. as a supplement to instruction on evaluating sources, at the reference desk, in our Library 101 course, or in other courses with research assignments. We used a abbreviated version of P.R.O.V.E.N. on most research guides but are in the process of switching to SIFT & PICK on all guides.

Potential Pitfalls and Teaching Tips: 

P.R.O.V.E.N. was designed to get students thinking beyond a black and white approach to source evaluation (i.e. thinking of a source as either credible or not credible). We found that P.R.O.V.E.N. worked best when we had the opportunity to teach source evaluation as a process of determining the appropriateness and usefulness of a particular source for a particular purpose. SIFT & PICK is designed to support that process more effectively.

Suggested Citation: 
Carey, Ellen. "P.R.O.V.E.N. Source Evaluation Process." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/proven-source-evaluation-process.
Submitted by Cristy Moran on January 19th, 2017
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Short Description: 

Students will generate a well-reasoned conclusion in a two-page paper in which they identify a "good" Internet source and a "bad" Internet source, using IL source evaluation terminology (outlined in CRAAP) to guide their writing.

They will then explain why the good source should be used to investigate the chosen topic, and why the bad source should not be used in their investigation.

Attachments: 
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Cristy_Moran_ClimateChangeCHM.docxdisplayed 1168 times14.96 KB
Evaluating Internet Sources Rubric.docxdisplayed 1072 times18.66 KB
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Cristy_Moran_CRAAP_handout.pdfdisplayed 1780 times668.5 KB
Cristy_Moran_Intellectual_Standards_handout.docxdisplayed 828 times15.77 KB
Learning Outcomes: 

• Student will critically assesses sources using various criteria terminology such as: currency, relevance, authority, accuracy, purpose, etc., and adequately examines each source.
• Student will identify various specific authority factors for each source such as: domain, URL, corporate author, “About Us” or “Contact Us” links; or author credentials.
• Student will clearly state reliability and appropriateness of the information for the specific information/ research need, and demonstrate adequate reasoning and/or justification for assessing each source.
• Student will articulate and apply the Intellectual Standards to guide reasoning.

Individual or Group:

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

This lesson was created by a Chemistry professor for his Honors college Chemistry course. It has been enhanced for IL and adapted for our college's QEP (theme: critical thinking). It was also adapted throughout attending a Backwards Design class as an example (Library Juice Academy) thus the GRASPS instructional design tool was used.

Content will be uploaded into their online course shell (in the course management system) for them to view prior to an in-person library session. This will include a short library orientation video and another short using library resources video – both of which I created in the last year.

Students will attend a face-to-face library session – a full 75-minute class.

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

For additional information about the Intellectual Standards, please visit www.criticalthinking.org for the Paul-Elder Critical Thinking Model.

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
Cristy_Moran_ClimateChangewAnswers.docxdisplayed 772 times21.27 KB
Suggested Citation: 
Moran, Cristy. "Evaluating Internet Sources - Climate Change." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/evaluating-internet-sources-climate-change.