Individual

The Gender Gap in Wikipedia

Submitted by Elisa on March 20, 2017 - 5:51pm

Students in an introductory Women's and Gender Studies course are required to critically analyze and edit an article in Wikipedia. Through class discussion and an active learning exercise, students begin to understand how and why women and many racial groups and individuals are underrepresented or systematically marginalized in Wikipedia. Students learn how to use the "Talk" tab to evaluate Wikipedia articles and learn about authority and power structures within that community.

Simply Map: Visualizing Census and Survey Data

Submitted by aisha.conner-gaten on February 9, 2017 - 11:39am

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.

Social Justice in Information- First Year Business Students

Submitted by svital on January 27, 2017 - 12:12pm

A 90 minute session with first year students in the School of Economics and Business Administration. Covered areas included overview of difficulties in searching and algorithm bias. Emphasis was on the importance to being critical consumers of information and understanding searches are not neutral.

Keepin’ It Real: Tips and Strategies for Evaluating Fake News

Submitted by Elisa on January 25, 2017 - 8:56pm

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.

Evaluating Internet Sources - Climate Change

Submitted by cmoran on January 19, 2017 - 11:20am

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.

Evaluating Claims: Facebook Edition

Submitted by cmoran on January 19, 2017 - 11:09am

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.

Critical Thinking in Action: Sustainability

Submitted by cmoran on January 19, 2017 - 10:55am

Students will be exposed to various entry points of a sustainability topic in various formats. They will take notes as they experience those expressions on the Elements of Thought evidenced throughout. This in-class, two-part lesson includes an independent guided activity and a Think-Pair-Share activity for further reflection on source/ claimant evaluation.

Prior to this lesson, instructor will have chosen a topic relevant to their subject area or course content – Possible examples: food deserts, clean water in US, bee colony collapse.

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