This activity provides an interactive, student-centered, fun opportunity to explore skills of critical thinking and evaluation of resources. By allowing students to connect those things that they already know (even if they don’t know they know it) to larger concepts, we encourage them to trust themselves and to begin to develop their intuition as scholars, moving away from checklists and formulas for resource evaluation and toward a thoughtful critique of sources based on individual need and use.
A scholarly character sheet for self-assessment about information literacy skills - gamification around quantified self, badging and young researcher identity.
Une feuille d'autoévaluation pour suivre les apprentissages en compétences informationnelles acquises sur le moyen ou le long terme. Elle est ludifiée avec des éléments de mesure de soi, de badge et d'identité de jeune chercheur.
Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?
1) Faire une courte introduction engageante (15min.)
2) Identifier la minorité surmotivée et leur distribuer un parcours.
3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.
Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.
The purpose of this activity is to inspire students to adopt structured methods when they explore and retrieve information. It is based on lab notebooking methods and on managing and documenting the flow of references in Zotero, a reference management software.
Art and design students are almost always asked to write about their work, in the form of an artists’ statement, at some point in their academic career. This is a skill that is crucial as they move from student to professional or practicing artist because it gives them the opportunity to reflect on their work, share concepts and develop their authority in their field, and, very importantly, discuss how their work builds on the work of others who share similar themes and/or processes.
This website provides several subject-specific guides to ICT literacy resources (bibliographies, websites, articles, learning activity ideas) to help faculty incorporate ICT literacy into their curriculum.
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
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 was presented during a 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.
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