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.
This article describes an active-learning exercise intended to help teach copyright, fair use, and Creative Commons licenses. In the exercise students use a worksheet to draw original pictures, create derivative pictures on tracing paper, select Creative Commons licenses, and explore commercial usage, fair use, and copyright infringement. Librarian-instructors may find the completed worksheets to be useful aids to supplement copyright lectures; student perspectives will be integral because they are generating the examples used in discussion.
A primer on how to read academic articles by guiding the class through a series of questions. Give students 5-15 minutes per slide to answer the questions (individually or in groups) before talking about their answers to questions with the whole class.
This lesson on journal prestige could be taught by itself, as part of a series on scholarly communication, or as a small part of a larger lesson on information prestige.
This is an activity to get students to think critically about the sources and information presented in a Wikipedia article.
This lesson on the nature and cost of scholarly publishing could be taught by
itself, or as part of a series on scholarly communication, or as a small part of a larger lesson on
An open access MOOC in French to bonify the information literacy skills of university students (with Moodle).
In this activity, students review correct in-text citations for a particular format, then practice writing their own examples. These examples are submitted anonymously via a google form, allowing for the collective and collaborative review.
This activity helps students collectively practice summarizing, paraphrasing and quoting. To begin, students have a conversation as a class on any topic of their choosing. The instructor transcribes the conversation and then as a group, the class examines the conversation and write summaries, paraphrases and quotes.
BEAM Me Up is a one-shot session that works well in addition to a search strategies class, but can be done without. This session asks students to use the BEAM framework coined by Joseph Bizup to organize and synthesize research materials to create a complex and well-supported argument. Rather than evaluated sources using a checklist, the instructor using BEAM asks students to consider how the information will be used (and to consider how authors use information to build arguments).