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Roman Numerals Cheat Sheet Learn how to read roman numerals!
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Information Privilege and Representation This lesson uses disability studies to look at the effect of representation (or lack of representation) in the news. In this lesson, students discuss the importance of marginalized communities representing their perspectives on important issues, especially when those issues directly affect them.
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Media Effects Lesson on Agenda-Setting in the News This news literacy lesson teaches students about the mass media concept, agenda-setting.
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Using Episodic and Thematic Frames to Get More Out of the News This lesson teaches students about the concept of framing from mass media communication in order to help them think more critically about information production.
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ENG 111 (2022) The ENG 111: Miami University Libraries module uses digital resources to develop and strengthen your ability to identify, locate, and evaluate, different types of information. Items include text tutorials, videos, interactive exercises to practice concepts, and short quizzes.
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Anatomy of a Scholarly Article This lesson presented on a Google Site, works with students on how to break down the scholarly article into manageable parts. Students are provided techniques on how to read a scholarly such as looking first at the abstract, introduction, and conclusion to discover more about the article before diving in further.
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Know Your News This series of activities presented with Google Sites, has students distinguish between real and fake news.
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Scholarly, Popular, and Beyond! Presented on Google Sites, this activity can be used synchronously or asynchronously that helps students differentiate between scholarly and popular sources.
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MBI 147 Lesson Plan
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Lateral Reading Workshop and Online Activity Included is a PowerPoint presentation to do an in-class activity with students on lateral reading as well as an online activity for distance learning students.
The following link leads to the online activity:
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Rating Websites with the CRAAP Test (and Using Lateral Reading) This activity can be done with an example website or with students’ own website they found. It takes about 15-20 minutes to allow enough time for students to rate their articles and participate in a group discussion. The library instructor should introduce the activity by discussing the basics to evaluating resources and highlighting the importance of fact-checking the author and their credentials. Students should be encouraged to fact-check the webpage by Googling information about the site. After students are given about 15 minutes to rate their webpage, the library instructor will ask for participation from students about how they rated their webpage using the different criteria.
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Choosing "Good" and "Bad" Resources Activity This is a 10-15 minute active learning activity that has students look at the varying context of information sources. It hopefully sparks a conversation among students so that they can reflect on what kinds of sources they need to best match their information needs.
