This lesson is intended to increase students’ awareness of content types and how various source types are created in order to 1) assist them in accurate citation practices and 2) help them to effectively select and evaluate sources using basic indicators such as purpose, audience, authorship, and additional factors that shape the creation of the source.

This lesson is designed for lower-division composition undergraduate students to learn frameworks for evaluating the audience and purpose of various information sources. After analyzing an array of sources for audience and purpose students can dig in to a source in more detail looking for markers of authority and discussing strategies for verifying claims.

This low-stakes, in-class assignment is designed to help first-year seminar students learn about important library resources and present their findings to their fellow students. In teams, students complete a series of authentic research tasks (called challenges) such as selecting and citing images from our digital collection and using our discovery tool to find books on the library shelves. Each team is also assigned a unique challenge to learn more about the library.

The goal of this activity is to explore spaces, services, and information literacy (IL) concepts through problem-based scenarios, guided discovery, and peer teaching. Ideal for orientations for K-12, undergraduate, transfer, or graduate students, but can also be used for instruction requests with no clear research assignment or at the start of a research project. Students work in groups to find solutions to a scenario using guided directions and tools, and then teach the rest of the class based on their findings.

This is a participatory, variable lesson frame ready for you to modify to suit your instruction needs. This lesson and it's variations focuses on encouraging students to see themselves as information creators and part of the scholarly conversation and can also variously include conversations about about the scholarly information cycle and/or authority depending on instruction constraints and configuration.

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.