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 instructor Additional Resources More about information literacy.
Handouts Inquiry: Top 10 Research Tips for IU Students: Introduces key library resources and services From Topic to Research Question: Steps in developing a topic and research questions Narrowing a Topic: Steps in exploring and refining a research topic Identifying Keywords: Tips on keyword searching in databases Basic Search Tips: Search strategies and ways to narrow/broaden a search Introduction 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.
Worksheets Activities Additional Resources. Information Literacy Resource Definitions. Hoax or No Hoax? Strategies for Online Comprehension and Evaluation. ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us.
If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Your students can save their work with Student Interactives. More Home › Classroom Resources › Lesson Plans Lesson Plan Student Objectives Session 1 Session 2 Session 3 Session 4 Extensions Student Assessment/Reflections Students will Use research-based comprehension strategies to read and evaluate websitesPractice analysis by comparing hoax and real websites and identifying false or misleading informationApply what they have learned about hoaxes by creating an outline of their own hoax website and evaluating the outlines of their peers. How to teach your students about fake news.
Fake news is making news, and it’s a problem.
Not only did a BuzzFeed data analysis find that viral stories falsely claiming that the Pope endorsed Donald Trump and that Hillary Clinton sold weapons to terrorists receive more Facebook attention than the most popular news stories from established news outlets, but a false story about child trafficking in a Washington, D.C. pizza restaurant inspired a North Carolina man to drive 5 hours with a shotgun and other weapons to investigate. This lesson gives students media literacy skills they need to navigate the media, including how to spot fake news. Subjects Social studies, U.S. government, civics, journalism Estimated Time One 50-minute class Grade Level Introduction A recent study by Stanford University found an overwhelming majority of students were not able to tell the difference between so-called fake news and real news.
Procedure Essential question What media literacy skills do students need to evaluate the reliability of a news source? Popular Videos - Information literacy. Information Literacy. Pinterest. Project Information Literacy - Home. Information Literacy - Academic Skills - LibGuides at Edith Cowan University. The American Library Association defines "information literacy" as "a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.
" (Association of College and Research Libraries: Information Literacy Competency Standards for Higher Education). Information Literacy and Higher Education: As stated in the CAUL Information literacy standards: "Developing lifelong learners is central to the mission of higher and other educational institutions, and is increasingly reflected in descriptions of graduate qualities. Information literacy extends learning beyond formal classroom settings and supports individuals in self directed learning in all arenas of life.
" Secondary Education: W.A. Students demonstrate information literacy skills when they: References: American Library Association, Association of College & Research Libraries. (2000). Bundy, A. Western Australia. Higher Education. Where does information literacy fit within Higher Education?
The term “information literacy” is widely accepted in Higher Education (HE). Initially the term “information skills” was used, however, this was felt to be too mechanistic and tended to only represent the ‘behaviours’ associated with information literacy, such as knowing how to use various tools, rather than attitudes and ways of thinking. In HE the primary purpose of information literacy interventions is to enable students to independently seek information and use it appropriately and conform to academic information norms. One could call this ‘academic information literacy’. Traditionally a great deal of emphasis is placed on using the information resources provided by the university library and the ethical use of information i.e. citing works and avoiding plagiarism and the evaluation of sources. Diverse customers One of the challenges of developing information literacy in the HE environment is the diverse audience.
Information Literacy Weblog. Home - Information Literacy - LibGuides at ACRL.