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.
This assignment was created for a credit bearing course for first year students. It's designed to help students take what they've learned about algorithmic bias from the course lectures and readings and apply it to their own search practices. They also critically analyze search results for advertisements and compare DuckDuckGo to Google.
In this assignment, students are given a range of newspaper article about science topics and work in pairs to find the original research article that the newspaper article is based on in the library databases. Students then assess when they might use an original research article vs when they might use a well-written newspaper article.
This 30-minute activity demonstrates how to search in Google Scholar and explains how results are ranked. It requires students to explore Google Scholar and encourages students to reflect on potential biases this tool might have in regards to research. This lesson plan was Part 2 of an hour-long workshop that also included a 30 minute search engine algorithmic bias lesson.
This 30-minute activity was a quick introduction to algorithmic bias and the importance of critically evaluating search engine results. Algorithms increasingly shape modern life and can perpetuate bias and discrimination. In pairs, students analyzed the results from Google Image searches and Google Autocomplete suggestions. This activity was based on “Algorithms of Oppression: How Search Engines Reinforce Racism,” by Safiya Umoja Noble. This lesson plan was Part 1 of an hour-long workshop that also included a 30 minute Google Scholar activity.
Drawing upon research in psychology, education, and cognitive science, the authors (Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman) explain seven powerful learning principles.
Learning technologists have been developing frameworks for course design, development, delivery, and evaluation. A framework, typically in the form of a rubric or checklist, describes the characteristics of a successful online course.
The “Open Access: Strategies and Tools for Life after College” workshop was developed to give students the tools to continue academic research after graduation. Students may not recognize that the library provides many electronic resources for their research that is automatically given to them during their enrollment; by acknowledging their privileged access to information, they are prepared to be responsible researchers beyond campus. The workshop was requested by international students who were concerned about losing access to LMU resources when they returned home.