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Submitted by Alexandria Chisholm on March 23rd, 2020
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Short Description: 

The Penn State Berks Privacy Workshop Series focuses on privacy issues for students in the past, present, and future.  The Privacy Workshop spotlights privacy practices and concerns in the current moment; Digital Leadership explores future implications of past and current digital behaviors; Digital Shred provides tools to evaluate and mitigate the damage of past digital behaviors; and Digital Wellness focuses on privacy across the lifespan - bringing together the past, present, & future by finding a balance of technology & wellness, while aligning habits and goals.  Each workshop is grounded in theory – countering approaches that overpromise user control in the face of information asymmetries and the control paradox – and embrace students’ autonomy and agency by avoiding prescribed solutions, and instead encouraging decision-making frameworks.

Attachments: 
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PersonalDataIntegrityPlan_DigitalShred_PennStateBerks.pdfdisplayed 1133 times625.92 KB
DamageAssessment_IdealPortfolio_DigitalShred_PennStateBerks.pdfdisplayed 694 times786.93 KB
DigitalShredLessonPlan_Chisholm_HartmanCaverly_Glenn.pdfdisplayed 799 times165.59 KB
Learning Outcomes: 

In the Digital Shred Workshop, students will be able to:

  1. Reflect on and describe their digital privacy priorities in order to articulate the benefits and risks of their digital dossier
  2. Apply a growth mindset to critically examine their current data exhaust // digital footprint and recognize when change is needed
  3. Develop a Personal Data Integrity Plan that makes routine the process of auditing and updating their digital dossier in alignment with their privacy values
  4. Describe “digital shred” and its importance.
Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Suggested Citation: 
Chisholm, Alexandria. "Digital Shred Workshop." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/digital-shred-workshop.
Submitted by Alexandria Chisholm on December 6th, 2018
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Short Description: 

This workshop delivers an action-oriented introduction to personal data privacy designed for new college students. The session is designed to reveal the systems in place to collect and analyze online behavioral data, and to unveil the real-world consequences of online profiling in contexts like sentiment shaping, consumer preferences, employment, healthcare, personal finance, and law enforcement. In lieu of a prescriptive approach, students analyze case studies to observe how online behaviors impact real-world opportunities and reflect on the benefits and risks of technology use to develop purposeful online behaviors and habits that align with their individual values. Developing knowledge practices regarding privacy and the commodification of personal information and embodying the core library values of privacy and intellectual freedom, the workshop promotes a proactive rather than reactive approach and presents a spectrum of privacy preferences across a range of contexts in order to respect students’ autonomy and agency in personal technology use.

Attachments: 
AttachmentSize
PersonalDataPlan_PennStateBerks.pdfdisplayed 1184 times622.24 KB
PrivacyWorkshopLessonPlan_Chisholm_Hartman-Caverly.pdfdisplayed 715 times189.3 KB
Learning Outcomes: 

Students will be able to: 1. recognize how their personal data and metadata are collected, along with the potential implications of such data collection 2. assess how their data is shared and make informed, intentional choices to safeguard their privacy 3. identify privacy issues facing our society 4. describe the positive case for privacy as a human right fundamental to individual well-being

Discipline: 
Multidisciplinary

Information Literacy concepts:

Individual or Group:

Collaborators: 
Suggested Citation: 
Chisholm, Alexandria. "Privacy Workshop." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/privacy-workshop.
Submitted by Cristy Moran on January 19th, 2017
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Short Description: 

Students will be expected to find evidence to investigate a pseudoscientific claim or conspiracy theory. For their graded assignment, they will be submitting a two-page paper to their Chemistry professor (the lead professor for this class in which I’m embedding). In their paper, they make a case that either supports the claim or rejects it. They will be expected to use both library and credible online sources for support.

Attachments: 
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Full Lesson Overview and Descriptiondisplayed 1092 times19.41 KB
GRASPS for Lesson (Suitable for Students) displayed 910 times16.44 KB
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Cristy_Moran_Intellectual_Standards_handout.docxdisplayed 770 times15.77 KB
Cristy_Moran_CRAAP_handout.pdfdisplayed 1040 times668.5 KB
Learning Outcomes: 

• Students will construct various search phrases for use in online and library search tools
• Students will use certain evaluation criteria (e.g. CRAAP) to assess the credibility of online sources
• Students will identify specific library resources (e.g. databases) relevant to the field of study or content area of claims in which to search
• Students will examine sources for relevance to their research question and search need (specifically, to determine credibility of claims)

Individual or Group:

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

This lesson was created by a Chemistry professor, Dr. Perdian, 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.): 

See www.criticalthinking.org for relevant information about the Paul-Elder Critical Thinking Models.

Suggested Citation: 
Moran, Cristy. "Evaluating Claims: Facebook Edition ." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/evaluating-claims-facebook-edition.