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 assignment students work in groups on closely reading international policy documents, noting substantive changes in a policy area over time, and ploting those changes in the timeline tool, TimelineJS.
This assignment leads students through an analysis of media coverage of the 1965 Watts uprising. The intention is for students to learn more about the uprising and how a database can be used as a digital humanities tool.
This assignment requires students to apply their knowledge of antisemitic tropes to tweets with the final outcome of the assignment being a short analytical paper and a presentation.
This lesson was developed for HIS484 (Topics in the History of Gender and
Sexuality/Pride in the time of HIV/AIDS) in the Spring of 2018. The students’ final assignment
culminated in a multimedia or digital research project on a topic of their choosing and heavily
relied on primary source and visual materials. This lesson focuses on how students, as content
curators and analysts, can engage in deeper analysis and contextualization of the sources they
present through their projects. Students collectively analyzed one example from a particular
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.
This faculty and librarian toolkit is designed to support teaching at the intersections of scholarly communication and information literacy. The heart of the toolkit is a choose-your-own scenario activity which can be used in a flipped classroom setting or in a traditional classroom. The choose-your-own scenario activity is inspired by and adapts questions from: Hare, S. & Evanson, C. (2018). Information privilege outreach for undergraduate students. College and Research Libraries.