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Teaching Information Literacy at UCBA

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

Icebreakers: Welcome Students to Research

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

Introduction to Academic Library

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

Map of Information

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

Research Process: Fears, Experiences, & Knowledge

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

Research Stumbling Blocks

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

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