Homework
Students read the ACRL Frame: Research as Inquiry and focus on Knowledge Practices.
Discussion
Put students into groups. Ask them summarize the important concepts behind the ACRL Frame, particularly the Knowledge Practices.
Have groups report: write their summary and points on board / project on screen.
Next, have students browse John Bohannon’s article, “I Fooled Millions into Thinking Chocolate Helps Weight Loss.” (Students can also be assigned this reading as homework depending on time constraints.)
Using concepts from the ACRL Frame, ask students to:
Write or project students’ points on board / screen.
Additional Discussion
Ask students to reflect on how they critically examine information that they search for on their own:
Group Work / Discussion [50 minutes]
Sample Articles
Chart
Publication Type? |
Publication Conventions? |
Audience? |
Purpose? |
Research Usefulness? |
|
| Article 1 | |||||
| Article 2 | |||||
| Article 3 |
Follow-up Activity [15 minutes]
Homework
Before class, students will read three short articles about same topic but from different perspectives or in different source types (popular, trade, and peer-reviewed) and brings a short summary of each.
Three Sample Articles:
Discussion
Put the students into three groups and assign each group an article and have them answer the following questions.
Each group reports with a brief summary of their assigned article and answers to these questions.
It’s helpful if the teacher has a grid on the board / projected on a screen and writes / enters students’ answers.
| ARTICLE | Authority | Scholarship |
| “People Analytics ‘Moneyball’ for Human Resources” Washington Post | ||
| “The Geeks Arrive In HR: People Analytics Is Here” Forbes.com | ||
| “In ‘People Analytics,’ You’re not a Human; You’re a Data Point” WSJ |
This activity shows students how writers can create their supposed authority on a subject and to be skeptical of a writer’s claims. It also shows how a writer’s authority and credibility often relies on his use of outside research.
I) Discussion [30 minutes]
1. Students either bring a short essay that they have read previously or librarian can pass out a short newspaper article that can be easily skimmed
2. Students are placed into groups of three – four
3. Students are asked to “tag” the article, as if they were sharing them on social media (10 minutes).
a. They must generate at least six tags: three tags can use terms found in the article and three must use terms not found in the article.
4. One person from each group writes the tags on whiteboard: no duplications!
5. Librarian points out similar terms but also points out how different the terms are.
6. Librarian explains how databases search metadata / indexing terms for articles: consider the different terms the class came up with for the same article. Better to use different terms to find the right one. Give example that a Coke can be called pop or soda, but it’s still a Coke.
1. Have students write their topic / research question down – then generate at least six “tags” that they can use to search. Librarian asks students to share some search terms with a partner and have partner generate new “tags” for research question.
2. Librarian points out that students now have many search terms to use
3. Next, briefly introduce the applicable databases (purpose, quirks, etc.) for class.
4. Students work on their own searching for resources while librarian roams and facilitates.
EbscoHost and Subject Databases: Getting Started
Digital Learning Object
What’s The Deal With Annotated Bibliographies?
Information Literacy Resources and Lesson Plans 