Submitted by: Joy Hansen, CCSU
Contact info: jhansen@ccsu.edu
Description: The original activity was presented to a freshman Sociology class and it can be easily adapted to other classes. The professor wanted me to review the definition of peer-reviewed, what constitutes an academic source, and how to evaluate for credibility. Also, she wanted me to visit her classroom and provide an interactive activity but not all students had laptops. My lesson plan shows the learning objectives and what needs to be covered in class (it's a one shot) before the activity. The source handouts will need to be replaced depending on what subject you are teaching...they provide an example only. And the powerpoint that was shown in class along with the demonstration and Q and A can also be adapted (and the slides with the source examples replaced once you decide which ones you are using). How it ran: 1. I did a general library show and tell reviewing what I needed to for the activity. (see lesson plan) 2. I broke the class into groups of 3-4 and each group received a different information source type and answered three questions (see slide in the powerpoint). (7-8 minutes group activity – discussion went fast) 3. Got back together and I projected each source type on the screen (from the ppt) and whatever group reviewed it answered the questions. Lots of wrong answers which meant classmates could help them figure it out AND we cleared up a lot of confusion! It was a lot of fun, it covered the main objectives, and the professor loved it.
Skill Set: Basics
Resource Type: Activities and Lesson Plans
ACRL Frame: Authority Is Constructed and Contextual Information Creation as a Process
Audience: First Year
Length of Lesson: Longer than 60 mins
Materials Used: White board, teaching workstation, ppt, handouts
Equity, Diversity, and Inclusion? Yes
Submitted by: Joy Hansen & Jillian Maynard, Central CT State University
Contact info: jhansen@ccsu.edu & j.maynard@ccsu.edu
Description: Used in our one-credit LSC150 Research in the Digital Age course but could be used as a writing prompt in any lesson on bias.
Skill Set: Evaluating
Resource type: Discussion Board Prompt
ACRL Frame: Authority is Constructed and Contextual
Audience: Undergraduate
Length of Lesson: < 5 minutes
Materials Used: Pen and paper or online app such as Padlet
Equity, Diversity, and Inclusion? No
Students have mentioned that one of their “muddiest points” has been in recognizing bias within information sources. After all, bias is all around us. In your discussion posting this week, identify one or two reasons why bias might creep into an information source and, as a credible researcher, what are some ways you might recognize this bias? Do you think you might still be able to use the source despite the bias? Why or why not? Providing a concrete example will illustrate your point.
Finally, review and comment on a classmate’s posting. Try to respond to a classmate that has no or few responses.
Submitted by: Wei Cen, Middlesex Community College
Contact info: wcen@mxcc.edu
Description: This video talks about lateral reading with SIFT, which is adapted from "Introducing SIFT" by Mike Caulfield. From "Check Please!" starter course.
Skill Set: Evaluating
Resource type: Videos & Tutorials
ACRL Frame: Authority is Constructed and Contextual
Audience: Undergraduate, Graduate
Length of Lesson: < 5 minutes
Materials Used: Computer
Equity, Diversity, and Inclusion? No