A two-credit online graduate information literacy course.
Students write to communicate and their writing, when citing sources, must communicate what they understand of others’ writings. By asking students to write with the purpose of summarizing, paraphrasing, and quoting a selected article to their classmate, they will experience what you experience when you read their writing. They will understand the purpose and mechanics of using sources in their writing. Activity is highly adaptable and suitable for independent readers high school and above. Activity can be modified for lower level learners.
This workshop provides an introduction to creating infographics using Piktochart and includes advice on selecting a design, incorporating data, and structuring a story.
This activity asks students to work in groups to evaluate Internet sources to meet a research need. Students will use their available wireless devices, smartphones, tablets, computers, or laptops to retrieve the URLs provided to them. Working together, students will ask evaluation questions, guided by a CRAAP handout (attached) or instructor. Then, groups will share their findings with the class. o Students are grouped (3-4 students per group, number of groups in total is irrelevant what it important is the size of the group remains very small).
For this activity students are asked to imagine that they are organizing a party, specifically a scholarly party. Groups are given a starting article that they evaluate and use as a jumping off point for choosing a theme for their party and finding more sources. Their theme acts as an early version of a research question. Following citations backwards and forwards groups invite other scholars who would have relevant things to say about their theme.
This annotated bibliography assignment has five different versions for five different groups of disciplines: arts, humanities, social analysis (social sciences), life and physical sciences, and quantitative reasoning. Each is meant to give students a way to identify and explore the key types of scholarly sources in those disciplinary categories; for example, to understand what is meant by a primary source in each category.
Students create an entry in the Fremont Wiki - http://localwiki.net/fremont. Students incorporate information literacy concepts, have hands-on experience conducting research, and create actual content on the Internet [while also learning how easy it is for anyone to change that content]. It could also be a great chance to get students into local museums and archives.
Syllabus and five assignments within a two-credit course at undergraduate level. See "Relevant Links" section for access to all assignments. Assignments include a rubric.
This assignment was designed to incorporate information literacy concepts into an in depth writing assignment. By only focusing on a total of one outside source at a time, students are required to do deep research to find the one source that they can engage with on the level required for a good essay. Requiring a small number of sources also allows the students to practice incorporating outside material into their own writing and thinking and allows the instructor to see progress in this area.
This assignment asks students to map scholarly citations in order to illustrate the concept that scholarship is a conversation. Secondarily, the activity is meant to demonstrate the constructed and contextual nature of authority in academic discourse. It can be used to help students build up to completing an annotated bibliography, research paper, or presentation that requires scholarly sources.