Items
Creator is exactly
Jaclyn Spraetz
-
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. -
Center for Teaching Excellence Presentations: Information Literacy Strategies to Support Students in the Classroom This two part presentation with through the Center for Teaching Excellence, introduces faculty and staff to information literacy and why it is important to help students be more critical consumers of information. The presentations include a demonstration of learning activities and research assignment ideas for participants to use in their classrooms. -
Researching for the Literature Review -
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. -
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. -
Developing Keywords to Search After students do the freewrite in the first question, questions 2 and 3 are then modeled on a large whiteboard with an example research question. After modeling how to break down a research question into major concepts and coming up with synonyms for each concept, students are asked to work independently on this. After a few minutes students can trade worksheets with a partner and add on to that students list of keywords or students can simply recall what they wrote down with feedback from the library instructor. Students use this worksheet to help them search for relevant articles on their topics.