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Teaching Information Literacy at UCBA

Faculty guide for information literacy content and resources for any UCBA course.

Activities: Active Learning for Student Research

Information Literacy Activities and Worksheets provide active learning opportunities for students to practice the application of research concepts to their research assignment/project.

How To Use:

  • Small groups or individuals
  • Stand alone activities or as component to scaffold a research project/assignment (e.g. research journal)
  • Modify worksheets to meet course/activity/assignment needs

Canvas: incorporate into course and use asynchronously or synchronously

  • Module or Page - include as part of introducing library research or specific research assignment/project
  • Assignment - assign as component of scaffold research assignment/project for graded or participation points

Keywords: Map a Research Topic/Question

Students develop their research topic idea and identify keywords related to their topic as a starting point to finding sources for their research assignment/project.

Learning Outcome: Use keywords and applicable limiters when searching for information.

Instructions:
*video includes pause points to work on worksheet*

  • Download Keyword Map worksheet 
  • Watch Mapping Your Research Ideas video* (2:53 minutes)
  • Fill in Keyword Map worksheet using your research topic/question 

Keywords: Identify Key Concepts & Keywords

Students identify keywords related to their research question as a starting point to finding sources for their research assignment/project.

Learning Outcome: Use keywords and applicable limiters when searching for information.

Instructions:

  • Download Key Concepts & Keywords worksheet 
  • Watch Key Concepts & Keywords video (2:15 minutes)
  • Fill out worksheet using research question

Search Strategies & Source Types

Provides practice opportunity to identify keywords, set up search, and find a source using an example research topic/question.

Learning Outcomes: 

  • Use keywords and applicable limiters when searching for information
  • Recognize the value of different types of information sources within the context of the research topic

Instructions (small groups or individual): 

  • Review key concepts and keywords (or complete activity)
  • Watch The Information Timeline video (3:28 minutes)
  • Use any search tool to find one source on example research topic/question
  • Complete Find One Source worksheet 
  • Discussion and share worksheet results (e.g. Discussion Board, Flipgrid) 

Discussion Questions:

  • What are the benefits and drawbacks to the search tool?
  • What are the characteristics of the source chosen?
  • What search strategies would you recommend?

Information Timeline Canvas Module

Learning Outcome: Recognize the value of different types of information sources within the context of the research topic.

Instructions:

  • Login to Canvas and go to the Commons
  • Search for "The Information Timeline"
  • Choose Import/Download
  • Choose course to import module
  • Select location within course
  • Assign points (optional) for pre and post reflections and comprehension checks

Note: modules from the Canvas Commons can't be nested within a course module. If using a module-based format for course, each individual page of the Information Timeline module can be moved, as needed.  

Evaluation of Information

Opportunity for students to practice evaluating a source to determine credibility.

Learning Outcome: Evaluate a source's credibility by considering authority, type of source, creation process, purpose, and/or point of view.

Instructions (small groups or individual):

  • Watch Evaluating Information Sources (3:18 minutes)
  • Complete Evaluate Source worksheet
  • Discuss worksheet results (e.g. Discussion Board, Flipgrid) or include as component of research assignment

Discussion Questions:

  • Given the source requirements (if applicable), what is the best type of source for the research question? 
  • How will you use this source in your research assignment?
  • What value does this source add to your research assignment?
  • What do you need to know about the source to determine if it is credible?
  • Does the information relate to your research topic and/or answer some aspect of your research question?
  • Is the information up-to-date, current, or does it never go out-of-date?

Analysis of Scholarly Journal Article

Provides opportunity to take a close look at a scholarly journal article and analyze the content.

Learning Outcomes:

  • Evaluate a source's credibility by considering authority, type of source, creation process, purpose, and/or point of view.
  • Recognize a given scholarly work may not represent the only, or even the majority perspective on the research topic.

Instructions (small groups or individuals):

  • Watch Anatomy of an Article: How to Get the Most Out of Your Reading (2:36 minutes)
  • Review Reading Scholarly Articles handout (supplemental)
  • Use any search tool to find one scholarly journal article using example research topic/question  
  • Complete Scholarly Article Analysis worksheet
  • Discuss worksheet results (e.g. Discussion Board, Flipgrid) or include as component of research assignment

Discussion Questions:
These can be used as a stand alone activity or as part of larger discussion on scholarship as a conversation.

  • What is qualitative research?
  • What is quantitative research?
  • How do you define expertise?
  • Is there any reason to question the credibility of this research?
  • Were there any voices left out of this conversation?
  • Are there some aspects of this research topic that aren't represented in the article?

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