Annie Liss Typing Club: Teaching Typing and Internet Responsibility. Home DC Typing Recommended grades: 2 - 12 This lesson plan is geared towards students who are already familiar with the basics of touch typing.
With DC typing, you can introduce students to fundamental concepts of navigating the digital world. Topics like online safety or students' rights and responsibilities in the online communities are presented in a series of typing lessons. DC Typing Handouts. Nikki Willis (90) S.O.S. for Information Literacy. As part of the students research on animals, the T-L will give the students a lesson on internet searching, databases, and citation basics.
Students will compare the results from a Google search and the results from a search on one of the library databases. The T-L will choose search terms to ensure that students will see more than 1 million results when using Google for animal research. Instructional Goals: Lisa M Palacio (91) Developing Research and Information Literacy. Research and information literacy is something students work on throughout their school career.
It's a collection of skills that, when combined, means that a learner is able to find, understand, evaluate and use information. Interest in information literacy grew out of a need to create learners for the 21st century. Here you'll find information about two ways to begin to develop information literacy in your child. Evaluating information: fact vs. opinion. (Maria C/91) This is an internet search engine and media center scavenger hunt.
Subjects: Computers & Internet, Language Arts Grade: Title – Research Mini-lesson: Internet Scavenger Hunt By – Ryan Scully Primary Subject – Computers / Internet Secondary Subjects – Language Arts Grade Level – 9 Summary: This mini-lesson is a basic introduction to a student research project.
Lisa M Palacio (91) Information Literacy Resources for Faculty. (M. Fuchs/91) Strategic Searching, Gr. 6 8 unit1 (Common Sense Education) (M. Fuchs/91) What is a Credible Source? How to Evaluate Web Resources - WhoIsHostingThis.com. Practically anyone can create a website. Schools, businesses, government entities, churches, and libraries create websites so people can learn more about what they do. Individuals can create personal sites or blogs to write about their families, friends, work, or any other subject. Corporations can make websites to promote their products, and political activists can publish websites to promote their cause. Anyone with an idea and internet access can create a website and fill it with just about any content they want.
As of 2018, there are over 1.8 billion websites in the world, many of which are protected by free speech and anti-censorship laws. As a result, life online has undoubtedly changed the procedures used to gather and assess information forever. Even in the cut-and-paste Age of Wikipedia, evaluating sources based on their authority, relevance, and accuracy is still a requirement for serious writers.
Bad sources, like bad seeds, can bear bitter fruit for those who use them. Timeliness. Database "Speed Dating" Short Description: This activity introduces students to a variety of databases in their discipline by asking them to quickly review and prepare an “elevator speech” on the database’s best features and content. Students then do three rounds of “speed dating” to share with other students what they’ve discovered. (Amanda Bellace/91) Mission:Information – Empowering people to be savvy consumers, producers, and distributors of information online.
(Ana/90) Information Literacy. WSHHomeschool Info Literacy - LibGuide at University of Wisconsin (Andrea B/90) Selecting Keywords to Search Auburn University (Casey L./90) Emily Reilly (90) Database "Speed Dating" Chelsea Barrett (91)-Database Search Strategies. Cristina Baraky (90) - Access Matters (New Literacies Alliance) Dori (90) Google Scavenger Hunt. Primary and Secondary Sources - WI+RE (Emily Abramenko) Top Ten List of Research Tips for Your Summer Job. As exams wind down, you may start thinking once again about your summer plans.
In case you missed our recent lunchtime session on “Preparing for Your Summer Job,” here is our “Top 10” summary list of tips: UVA Law Library Top Ten List of Research Tips for Your Summer Job 1. Stay calm and check secondary sources. Not understanding a research assignment at the beginning is perfectly normal. 2. Ask the attorneys with whom you’re working to fill you in on the context of a research assignment, to recommend sources and to let you know about cost constraints.Ask librarians at your firm about resources available for different types of projects.Still having trouble getting started?
The Reference Desk: (434) 924-7465 or refdesk@law.virginia.edu. 3. Before getting too deep into your research, make sure you understand the court system or administrative agencies that might be involved.Are there decision-makers that have more authority than others? 4. 5. Start thinking early. 6. 7. 8. 9. 10. Arthur J. Researching a Rumor: An Exercise for Students in Proving a Negative. By Nicole Downing CC License I was having dinner with some friends from law school, when one of them complained about how a local restaurant charged for refills.
She was furious about it! We live in the South – you should be able to have as much sweet tea or coke as you want (with the option of a to-go cup as you leave). Another friend commented that it was the law in North Carolina to require free refills. (Ewa/90) Home - Information Literacy Tutorials and Activities - LibGuides at Indiana University of PA. (Ewa/90) Handouts, Worksheets, & Activities for Information Literacy. Teaching & Learning Department I Services Handouts: Information on key concepts & skills Worksheets: Exercises for students Activities: In-class activities to be facilitated by an instructorAdditional Resources More about information literacy.
Handouts Inquiry:Top 10 Research Tips for IU Students: Introduces key library resources and servicesFrom Topic to Research Question: Steps in developing a topic and research questionsNarrowing a Topic: Steps in exploring and refining a research topicIdentifying Keywords: Tips on keyword searching in databasesBasic Search Tips: Search strategies and ways to narrow/broaden a searchIntroduction to OneSearch@IU database: Tips for using this interdisciplinary database Evaluation:Evaluating Sources Rhetorically: Page 1: Questions for evaluating sources rhetorically; Page 2: Illustration of Bizup's BEAM model for rhetorical source use.Evaluating Search Results: Tips for how to evaluate relevance of search resultsIs It Scholarly?
Google Lessons: Beginner 2: Understanding search results (Fran Kyrtatas/90) Online Sources: Brain Pop (Fran Kyrtatas/90) Gergana Celzner (90) Home - Art & Design - LibGuides at Portland State University. Gergana Celzner (90) 6 Steps to Teaching Students to Search. Creating a Search Query – Teacher-Created Lesson Plan (Holly/90) Internet Searches Lesson Plan: Search Shark Game (Holly/90) In this internet searches lesson plan which is adaptable for grades 3-8, students use BrainPOP resources (including a free online game) to practice identifying keywords that result in relevant information for a given internet search.
Students will: Select keywords that help find relevant information in internet searches. Identify the most effective keywords for a given search. Materials: Computers with internet access for BrainPOP Student copies of the Activity (optional) Research Help - One Minute Tips - LibGuides at Old Dominion University (Ida Benfield/ 90) "Search Strategies" by New Literacies Alliance (Ida Benfield/ 90) (Jen/91) Printable Internet Research Skills Activities. (Jen/91) A Lesson Plan On Internet Research Strategies. Lesson Plan Title : Internet Research Strategies Overview and Purpose: Students will learn different ways to use the Internet for research purposes in a positive and proactive manner.
Goals: 1. Increase general knowledge of different ways of implementing research. Jessica Eschbach/90 Strategic Searching Lesson Module. Jessica Eschbach/90 BYU Intro to searching. (McGeough/91) Library Database Teach-In. Short Description: Rather than just providing a 20min presentation on academic databases available through the library website--this lesson is designed to have students demonstrate using library databases for their classmates. Delivered to our ENG 1B (a required freshman course) students, and timed to coincide with their Argument Essay assignment, students practice accessing and utilizing databases to find information sources.
Working in groups, the students explore an assigned database before coming up to the podium to demonstrate the materials, search functionality and features of that database. Learning Outcomes: Accessing library databases Using the library databases to identify and select information sources Understanding the role of each database (accessible materials) within the research process Developing search terms Using Boolean operators to broaden or narrow the scope of a search Course Context (e.g. how it was implemented or integrated): Effective Search Techniques (Karan Patel/91) Search tips Refining your search Filtering results Search Tips Searching known citations Take advantage of the field structure of electronic databases.
Searching by topic: Use search connectors When searching by topic, use the AND and OR search connectors (Boolean searching) to get the best search results. Use AND between search terms to find records that use all of the terms. To be sure that you find all articles on your topic, use OR between search terms to search for synonyms of a concept, e.g., search for job OR career OR position. If your search results contain items that you want excluded, you can use the NOT connector. Phrases If you want to search for a multi-word phrase, use quotation marks around the words to get results that use the words in exactly that order. Truncation To make sure you get all variations of a word, use the truncation symbol. Subject terms. Scholarly Party (Laura Sabo/90)
Developing Searching, Skimming, and Scanning Skills With Internet Bingo. (Laura Sabo/90) Home › Classroom Resources › Lesson Plans Lesson Plan Overview From Theory to Practice Because the Internet contains a vast amount of resources and information, students must be able to weed quickly through sites to find the information they need.
Search App Smackdown! (added by Liz Deignan/91) (Maria C/91) Material Search Results. (Maria C. 91) 11 Ways to Teach Savvy Search Skills. Matthew Frenkel_91_Mind the Gap: Identifying Information Gaps in Solar Energy Policy and Research. Reading News Online (Meg P./90) Shaisat - 91 MERLOT. Gajdica- Tips for Effective Web Searching · University of Puget Sound. The Web is a wonderful storehouse of information, but finding what you need can be a challenge. Below is a short list of tips designed as a guide to effective searching on the Web. Lori Ricigliano, May 2000. Focus on Nouns Your search topic may include verbs, modifiers, and prepositions. Almost without exception, these words are disregarded by search engines or considered too variable to be useful.
Provide Enough Keywords One of the biggest mistakes you can make in searching the Web is not using enough keywords. Dinosaur Eggs Hatching in the Library (Chrissy/90) Eleven quick tips for finding research data (Tara Ryan 90) Search Like an Expert at Johns Hopkins University-Welch Medical Library (Tara Ryan 90) Search Smarter - Inform Your Thinking Library Tutorials - Guides at Oklahoma State University (Cheryl/90) Private Cloud Communities for Faculty and Students (Tim/90) 10 Strategic Steps For Teaching Online Research Skills to Your Learners. Evidence-Based Practice (Matt/90) Evidence-Based Practice Tutorial (Erin/90) Pass the Problem (Gale/90) I adapted this exercise for use in a 60 min. or so library instruction session for a graduate humanities program.* Students had varying levels of experience with academic research, and some had been out of school for 1-2 years and others for several decades.
Using this exercise's structure seemed to work well, and I would definitely make use of it again. It surfaced some areas of confusion and good questions during the group's debrief, and students gave positive feedback about the exercise. I made adjustments to the questions to match the focus of the session (identifying the elements of citations, citation tracing, and using Google Scholar's "Cited by" feature). War Eagle Writers in the Research Sandbox, Part 1: Selecting and Narrowing a Topic, Presearch, Evaluating Information, and Generating Research Questions (Margi/90) Teaching Students to Legally Use Images Online. Search Strategies - Information Literacy Tutorial (Chelsea/90) Evaluating Sources in a ‘Post-Truth’ World (Steve/90) Back in 2015, when we published our lesson plan Fake News vs. Real News: Determining the Reliability of Sources, we had no way of knowing that, a year later, the Oxford Dictionaries would declare “post-truth” the 2016 word of the year; that fake news would play a role in the 2016 presidential election; that it would cause real violence; and that the president-elect of the United States would use the term to condemn mainstream media outlets he opposes.
Back then, to convince teachers that the skill was important, we quoted Peter Adams of the News Literacy Project on the “digital naïveté” of the “digital natives” we teach. Now, however, we doubt that we need to convince anyone. These days, invented stories created in a “fake news factory”— or by a 23-year-old in need of cash — go viral, while articles from traditional sources like The Times are called “fake news” by those who see them as hostile to their agenda. As always, we welcome your ideas; please post them in the comments. Mr. Is Mr. Research Basics: an open academic research skills course JSTOR (Jeff/90)
Newspaper Database Analysis (Reggie/01) CORA Evaluating Claims: Facebook Edition (Oxild/01) Short Description: Students will be expected to find evidence to investigate a pseudoscientific claim or conspiracy theory. For their graded assignment, they will be submitting a two-page paper to their Chemistry professor (the lead professor for this class in which I’m embedding). In their paper, they make a case that either supports the claim or rejects it. They will be expected to use both library and credible online sources for support. Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc See www.criticalthinking.org for relevant information about the Paul-Elder Critical Thinking Models.
Gallery Walk: What Shapes Information? (Albie/90) I adapted this activity for a 100 minute first-year composition session. I had previously worked with the class for a session on evaluating news articles and fact-checking claims, but we hadn't talked much about scholarly, peer-reviewed articles. I chose several new examples appropriate for an introductory audience, such as a diagram of the steps in the peer-review process, examples of reviewer comments, and a pay-walled article. The reflections and comments students made on the posters were really insightful, and in their post-session assessment a few students mentioned they better understood peer-review.
I would definitely do this activity again. I find it really hard to elaborate on discussions of "what is peer-review" aside from standard definitions and limiters, so I found a lot of value in being able to look at and discuss examples that contextualize the process and show its limitations and biases, such as access, racism and sexism. ACRL Framework for Information Literacy Sandbox (Albie/90)
Literary Work Word Analysis (David/01) Tutorials - LibGuides at Drexel university libraries (Jill/01) Evaluating Claims - Pseudoscience and Conspiracy Theories. For a performance task/ assignment, students will be expected to find evidence to investigate a pseudoscientific claim or conspiracy theory. They will be submitting a two-page paper to their Chemistry professor in which they make a case that either supports the claim or rejects it. They will be expected to use both library and credible online sources for support. The performance task will follow a full 75-minute library instruction session in which students will learn to: Free Job Search Tutorials at GCFGlobal (Elaine Genzano 90) Learning Modules (Zachary/90) Home - ECG100: Source Evaluation - Library Guides at Cabrini College (Meg/90) Senior Capstone 2: Using Databases and Library Catalog (Brittany / 90) Pass the Problem (Mary-Kate/01) Research Tutorials @ the Library - Loyola Marymount (Christine/01) Goodbye, Boring Database Instruction. Hello, Search App Smackdown! (Alyssa/01)
6 Steps to Teaching Students to Search (Hannelore Lewis 90) Home - ECG100: Source Evaluation - Library Guides at Cabrini College (Hannelore Lewis 90) Home - Tutorials - LibGuides at Drexel university libraries (Jill/01) From Nothing to Something: Transforming the “Failed” Search. Evaluating Sources in a ‘Post-Truth’ World: Ideas for Teaching and Learning About Fake News. Welcome to the Toolkit - Information Literacy Toolkit (Jamie / 91)
Rider Libraries Minutes - Rider Libraries Minute - Rider University (Laura /90) Wikipedia: Beneath the Surface / Christina Williams (91) Keepin It Real: Tips and Strategies for Evaluating Fake News (John / 91) Laura Cunningham/ 90/ How to search in an academic library- Rider Libraries Minutes. Research Process (Florence Pao 530_91) David L. Rice Library Tutorials Playlist (Amanda Carey_90) Effective Search Techniques (Alexandria / 90) Free Search Better Tutorial at GCFLearnFree (Ben /90) Active Learning Techniques - An Online Toolbox for Librarians - McMaster Libraries (Christina / 90) Community of Online Research Assignments (Ariel / 90) CORA (Kirsten Fagerlund, 91) Guide on the Side: Effective Database Searching (Joanne / 90)
Fake News - Fake News & Fact Checking - Research Guides at Sonoma State University. What do I already know? (Eden/Section 90) Seeking Information: Web vs. Library Databases (Dana) Student2Scholar (Eunah /90)