Assignment

Evaluating Internet Sources - Climate Change

Submitted by Cristy Moran on January 19th, 2017
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Short Description: 

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.

Attachments: 
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Cristy_Moran_ClimateChangeCHM.docxDownloaded 289 times14.96 KB
Evaluating Internet Sources Rubric.docxDownloaded 285 times18.66 KB
Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

For additional information about the Intellectual Standards, please visit www.criticalthinking.org for the Paul-Elder Critical Thinking Model.

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Cristy_Moran_CRAAP_handout.pdfDownloaded 365 times668.5 KB
Cristy_Moran_Intellectual_Standards_handout.docxDownloaded 187 times15.77 KB
Learning Outcomes: 

• Student will critically assesses sources using various criteria terminology such as: currency, relevance, authority, accuracy, purpose, etc., and adequately examines each source.
• Student will identify various specific authority factors for each source such as: domain, URL, corporate author, “About Us” or “Contact Us” links; or author credentials.
• Student will clearly state reliability and appropriateness of the information for the specific information/ research need, and demonstrate adequate reasoning and/or justification for assessing each source.
• Student will articulate and apply the Intellectual Standards to guide reasoning.

Individual or Group:

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

This lesson was created by a Chemistry professor 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.

Assessment or Criteria for Success
(e.g. rubric, guidelines, exemplary sample paper, etc.): 
AttachmentSize
Cristy_Moran_ClimateChangewAnswers.docxDownloaded 126 times21.27 KB
Suggested Citation: 
Moran, Cristy. "Evaluating Internet Sources - Climate Change." CORA (Community of Online Research Assignments), 2017. https://www.projectcora.org/assignment/evaluating-internet-sources-climate-change.