This is part of an introductory first-year class to the university where students are introduced to the library and asked to think critically about how information is organized using the framework of critical cataloging. After watching a short video on the idea of classification and its problems with fixing identity categories, students analyze and categorize selected book from the collection, and then reflect on how knowledge is organized and their choices as authors.

An icebreaker activity for students at any level, “Visualizing Research” employs tactile or kinesthetic learning techniques to illustrate research as inquiry. This group activity can be used in a variety of disciplines and contexts. By having students create and share visual models of their ideas or experiences with research, the lesson plan increases classroom engagement and supports an understanding of the iterative process of research.

Understand the difference between primary and secondary sources, and between popular and scholarly sources.

How can we facilitate first-year student engagement with critical Framework concepts, especially in a one-shot class? This active learning activity is designed to teach source evaluation in a 50-minute class. The activity, which incorporates elements of problem-based learning and uses a flipped classroom approach, was added to our institution’s first-year experience course. Prompting students to consider a local issue, the activity requires students to evaluate sources represented as “source cards,” choose sources they would use in the context of the assignment, and justify their decisions. Motivated by the challenge and relevance of the activity, students work cooperatively to consider questions at the heart of the ACRL Framework for Information Literacy. 

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.

This is an activity to get students to think critically about the sources and information presented in a Wikipedia article. Students are asked to look up an article on their own topic, or a topic related to the course, and examine the content and the “Talk” page to see what issues the article has related to Wikipedia’s 3 guiding principles for content: point of view (objectivity/bias), verifiability (quality of sources cited), and evidence of original research. NOTE: This activity works best for topics (people, events) that are current public debates and/or controversial.

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.

In post-session feedback, first-year students frequently express anxiety over how to physically navigate the library to find a book on the shelf. This is a simple, pre-session activity to help students try this out before class, so that they can discuss with their librarian any challenges they faced in attempting to complete the task. With the help of the course instructor, students are asked to find a book on their research topic (or course topic) and bring it to class.

Many academic and public libraries display their unique archives and special collections materials in exhibition spaces. With an array of primary sources and visuals, special collections exhibitions offer a wonderful venue for experiential learning of constructed narratives and perspectives. This Exhibition Explorer Card Deck is designed to guide students to experience close viewing of special collections materials through explicit steps for thinking rhetorically and critically in an exhibit space. The Exhibition Explorer Deck consists of eight cards, including one card with basic instruction on how to use the deck, five cards asking students to answer specific questions about the exhibit, and two cards with short activities to promote mindfulness as students move through the exhibit space. Each card is double-sided with an activity title on one side and questions/activities on reverse. This exhibition exercise can take place complementary to or independent of hands-on instruction sessions in departments of archives and special collections. Also, it is adaptable to use in various kinds of exhibitions in libraries, museums, and other learning spaces.

In-class Visit Lesson plan with Exhibition Explorer Card Deck:

Working in pairs or small teams, students visit the Archives and Special Collections exhibition. First, students shuffle the Exhibition Explorer Card Deck, then they work through each activity card in a random order. The shuffling of cards encourages serendipitous discovery of the exhibition, in which each student group conducts the exhibition activities following different orders of cards in the exhibit space. (15-20 minutes)

After students complete all the activity cards, the course instructor and/or special collections librarian facilitate a group discussion in the exhibition gallery. Students are asked to share observations from the exhibit exercise. Each group selects the activity card they find most engaging or confusing and share their responses to that card. Students are also asked to reflect on the connections between the exhibit exercise and applications for rhetorical thinking. (15-20 minutes)