This lesson was developed for a Photography course on the theory and psychology of photography (non-majors and majors both take this course). This lesson is typically presented at the beginning of a course section on the aesthetics of photography. It was meant to challenge their assumptions about art, information (online) as a commodity, and copyright practices of artists. Students may be asked to look up Richard Prince before class or during, as the lesson suggests.
This activity introduces students to a variety of databases in their discipline by asking them to quickly review and prepare an “elevator speech” on the database’s best features and content. Students then do three rounds of “speed dating” to share with other students what they’ve discovered.
This activity is intended to introduce students to business resources by following the Porter's 5 Forces. Each Force is its own activity with suggested discussion questions, examples and recommended research approach.
During this activity, students work in small groups to explore assigned databases and then share back what they learn in a Google Doc projected at the front of the classroom.
A general sample of how to set up the information literacy workshop in an escape room model.
Students often struggle developing good research questions. This rubric is used to assess research questions. Students are given a brief lesson on developing a research question that includes a video produced by the University of Cincinnati.
This lesson is intended as a single session within a major’s research methods course. Rather than using a shorter “scholarly vs. non-scholarly” comparison worksheet, this activity asks students to work in groups to systematically examine a scholarly article in depth, identify and evaluate its various components visually and in writing, and then compare it to a non-scholarly article on the same topic. Groups then report back to the entire class.
In this lesson students view a series of short videos about searching library resources, interspersed with exercises in which they conduct searches on their topics and reflect on what they find and on the research process. (The first two videos and accompanying activities are done outside of class; the third can be done in class.)
This activity/assignment was designed for a first year composition course in collaboration with an English/Writing instructor. It could be used in an information literacy credit course, First Year Experience course, or in another discipline-specific context. The purpose of the lesson is to lay the foundation for students to be able to read scholarly work more effectively and critically.
Through a partnership between english composition and library faculty, a composition course focused on the exploration of discourse communities and led to student engagement with the ACRL frames, authority is constructed and contextual and scholarship as conversation. The faculty aimed to incorporate components of contemplative pedagogy into the course through the use of highly-facilitated classroom discussions to tackle the messy mind.