Using three example excerpts on citation practice and the experiences of specific scholars, attendees will interrogate and discuss how whiteness and other oppressions impact citation practice using a series of questions.
aisha.conner-gaten
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LMU Librarian of color and activist pushing for real news, factual information, and information literacy for all.
Assignments Contributed
January 22, 2020
This workshop introduces zines to a First Year Women's and Gender Studies class including what they are, general history and culture in the United States, and the process of making zines. This workshop supported a class assignment where students make zines featuring class readings and a reflective essay including original creative works. In the sessions, students recieve "handout" zines for note-taking and reflective work, a short lecture on zines, and work with databases to find pieces for their zine topics or ideas.
April 25, 2017
A two part instruction session that uses the "fish bowl" method, or students as instructors, to find scholarly sources and complete an annotated bibliography citation.
February 9, 2017
This instructional session coincided with a project comparing data from two cities for an Urban Studies 1000 level (Freshmen) course. The session provided a basic overview of Simply Map as a web-based application, described the data available within and its origins (Census, American Community Survey, etc.), two activities for creating and visualizing the data, and supporting materials for understanding the data including a libguide and deliverable handout.
Assignments Collaborated
January 25, 2017
In an effort to provide students with an open space to learn about and discuss recent national concerns over “fake news,” the library offered four sessions of the workshop “Keepin’ It Real: Tips & Strategies for Evaluating Fake News” during a campus-wide Inauguration Teach-In on Friday, January 20, 2017. During this session, students had the opportunity to talk about how misleading news sources (encompassing misinformation, disinformation, click-bait, propaganda, etc.) have affected their views on civil discourse, specifically relating to the recent U.S. presidential election.
Assignments Adapted
February 26, 2018
Used this for a 2000-level African American Studies class. I had them compare two databases of their choosing on document, still rating each but writing hints to themselves about how to better help the search. I also asked if the database was interdisciplinary or subject specific and which keyword phrases they used during their searches.
April 25, 2017
Adapted for an Education and Public Good course. Switched out databases to include ERIC, Proquest, etc. and noted that legislative documents may be impactful depending on the topic.
March 20, 2017
I adapted this version for a 60 min 1000-level Women and Gender Studies class session. I removed a lot of the discussion questions and added a whiteboard small group exercise in the beginning. Students are given two facts: the average wikipedian is male and between the ages of 17-40. I ask them to tell me more about the average Wikipedian including race/ethnicity, religion/faith, and economic status. I also do a short overview of Finding Sources on popular sources, including newspaper collections in the library. I end with a quick overview of the "Edit" tab of Wikipedia pages and explain the internet culture of Wikipedia including deleting people's edits and toxic environments they may encounter.
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