Teaching Information Literacy at UCBA

Icebreakers can be used to introduce students to college research and/or start class discussions on research. 

How To Use:

• Small groups or individual students
• Stand alone activity or set the context for larger activity or assignment
• 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 and/or college support resource
• Assignment - include as part of an online scavenger hunt

Opportunity for students to discuss their experiences in using public and high school libraries and their expectations for using a college library.

Learning Outcomes:

• Differentiate between high school, public, and college libraries
• Introduce resources available to students through the UCBA Library

Instructions (small groups or individual):

• Reflect on past experiences using high school and/or public library 
• Discuss new experiences and/or expectations for using a college library
• Record notes on Intro to Academic Library worksheet
• Watch Using the UCBA Library (Fall 2021) video (1:49 minutes) for short introduction

Additional Activity:

• Using their website, reflect on differences between a college library (UCBA) and a public library (e.g. Public Library of Cincinnati & Hamilton County) 

Activity Credit: S Philips, E Case | CSU Bakersfield

Engage students in thinking creatively about the information environment.

Learning Outcome: Introduce the range of formats for information sources

Instructions (small groups or individual):

• Using any format (e.g. PowerPoint, Word, Flipgrid), ask students to create a map of information letting them interpret what this might mean
  • If prompts are needed:
    • Where do you search for information?
    • What does information look like (e.g. video, blog post, news article)?
• Maps can take any form (e.g. list, drawing, flowchart)

Discussion Questions:

• Can content on map be categorized (e.g. type of information, format)?
• Can the categories be labeled?
• What is actual information?
• Which are places in which information can be found?
• What source types have you used before and in what context?
• How do you define an authority (i.e. creator/author) of information?

Activity Credit: T Alekson | Capilano University Library

Starting point for class discussions on college-level research, academic libraries, and student research experiences.

Learning Outcome: Recognize importance of outlining tasks, questions, and needed information to successfully complete assignment

Instructions (small groups or class):

• Create a fake research assignment and ask students to review it for questions and/or confusing points
• Inform students research assignment isn't real
• Discuss questions/concerns and emphasize importance of time management and using college support services 

Additional Activity:

• Reflection (e.g. WordPress blog post, discussion board) on experience completing research assignment

Activity Credit: S Philips, E Case | CSU Bakersfield

Opportunity for students to think about and discuss the challenges they encounter when working on research.

Instructions (small groups or individual):

• Think about stumbling blocks encountered when working on a research assignment/project
• Use any format (e.g. Word, Flipgrid, notecards) to capture notes 
• Share stumbling blocks to shape class conversation on research