Made to be an in class activity or a library resource requested by professors for courses. The first page goes with the instruction portion of a class. 'What is a primary source? What is a secondary source? What is a tertiary source?' It takes them through example types of sources, particularly concerned with history courses. The second and third pages require evaluation of a student's primary and secondary sources.
Lesson plan for a 1-hour introductory Communication Studies theory class. Emphasis is on getting students to use the appropriate tool for their information need while considering indicators of authority. Collection of exercises requiring students to do the following: 1) look up background information on a communication theory; 2) chase down further readings; 3) find a scholarly article that applies a communication theory using the ComAbstracts database.
P.R.O.V.E.N. is designed to provide students with a source evaluation process that is grounded in the ACRL Framework. The "PROVEN" acronym emphasizes the process students should go through to demonstrate credibility based on their particular needs, rather than the state of a particular source (i.e. credible or not). The questions are designed to guide the evaluation process, not to serve as a checklist.
In this activity, students will work on maintaining eye contact with their audience while giving an impromptu speech. The goal is to stop (or reduce) students' tendency to look at their visual aid during speech presentations.
Students often depend on citation generators provided by databases, library discovery tools, and websites when tasked with correctly formatting their references. However, these generators often make mistakes that students don’t notice. This activity will help students to look critically at the citations provided by citation generators and to find the mistakes. This will both help students learn the citation style of their discipline and to look more critically at seemingly quick fixes during the research process.
This assignment is designed to encourage students in introductory-level religious studies classes to check the assumptions they bring to the subject matter and to develop their critical inquiry skills in this area through close examination of primary text passages. The primary textual sources used may be contemporary or historical, depending on the course context.
This small group zine-making activity can be adapted for any discipline.
In biology or health classes, assign each student a 'diagnosis'. Have them act as responsible patients by investigating both the diagnosis and the prescribed treatment. Results presented in a two-page paper should cover: a description of the condition and its symptoms; its etiology; its prognosis; the effectiveness of the prescribed treatment, its side effects and contradictions, along with the evidence; and a comparison of the relative effectiveness of alternate treatments.
This activity was created to introduce first-year students to library resources they can use for their annotated bibliography assignment. In pairs, students are assigned a task card that requires them to find an information source. After finding a source meeting the criteria of their task card, the student teams input their answers into a Google Form. Formative assessment takes place during class, allowing the librarian to modify instruction on-the-spot based on the responses from the form.