Environmental science students critically analyzed the Environmental Protection Agency’s (EPA) website and its treatment of climate change during the Trump, Obama, and Bush presidencies. This library “warm-up” activity was designed to raise awareness of data fragility and the long-term accessibility of government websites. As future science professionals, it’s important to think about how this impacts scientists and their work. Students were introduced to several tools including: The Internet Archive’s Wayback Machine, End of Term Archive, and Data Refuge.

This is designed to introduce students to the wonderful world of periodicals, in their great variety, and to how they will appear in different databases. It also begins the work of building their skills at evaluating information sources, determining perspective.

This exercise was designed for 1st year writing students with several different goals in mind: • encourage deeper, closer reading; • introduce the concept that information sources have perspective; • develop vocabulary around describing information and perspective; • acquaint students with the many values/uses of subject encyclopedias; • practice topic narrowing using these types of encyclopedia articles.

This is a 65-minute workshop designed for 1st year composition students who will be using periodical sources in their research. Students will practice writing contextualizing statements, e.g. describing authors, genres, types of periodicals, for a variety of information sources of the type they will be using in their own research projects.

This concept map and activity explores how various sources of information are created, accessed, and shared. Students collaboratively define what makes a source traditional, emerging, public, or exclusive. Students are given a type of information source to map on the grid according to each axis, and provide a rationale for their placement.

In this exercise students use the Voyant word analysis tool to analyze Baldwin’s The Fire Next Time. (Any literary work would work.)

As part of the research process, students need to learn how to organize and synthesize their sources. This short lecture, followed by a matrix outline given to every student, gives students the opportunity to focus their research question even more and to add their own ideas to the conversation of research within their chosen topic.

This lesson, created for English 2010, or Argumentative Writing, teaches students how to use library databases and keywords in order to focus their research topics. Most students come prepared with a general or broad topic in mind, but they need to narrow their focus in order to get more relevant search results. Here they simultaneously learn to search in and use the library databases and to focus their research topics.