Type of Presentation
Workshop (1 hour and 15 minutes)
Target Audience
Higher Education
Location
PARB 255
Proposal
How can we facilitate first-year student engagement with critical Framework concepts, especially in a one-shot class? In this workshop, we will introduce an active learning activity designed to teach source evaluation in a 50-minute class. The activity, which incorporates elements of problem-based learning and uses a flipped classroom approach, was added to our institution’s first-year experience course. Prompting students to consider a local issue, the activity requires students to evaluate sources represented as “source cards,” choose sources they would use in the context of the assignment, and justify their decisions. Motivated by the challenge and relevance of the activity, students work cooperatively to consider questions at the heart of the ACRL Framework for Information Literacy. Librarians involved in the assignment design will provide an introduction to the theoretical framework for the activity, followed by a demonstration. Participants will leave with a lesson plan and everything needed to implement this activity.
Short Description
In this workshop, we will introduce an engaged learning activity designed to teach source evaluation in a 50-minute one-shot class. The activity, which incorporates elements of problem-based learning and uses a flipped classroom approach, was added to our institution’s first-year experience course. Students, motivated by the challenge and relevance of the scenario, work cooperatively to gain skills in evaluating resources and consider key Framework questions such as: How does authority determine the credibility of sources? How do we evaluate How do we evaluate information in context of the information need, and in the context of its publication? What strategies can we use to determine the scope of an investigation?
Keywords
Problem-Based Learning; Source Evaluation; ACRL framework; one-shot library instruction; first-year students
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Taxakis, Brooke J. and Dobbins, Elizabeth, "An Engaging, Hands-On Activity for Evaluating Sources through Problem-Based Learning" (2020). Georgia International Conference on Information Literacy. 12.
https://digitalcommons.georgiasouthern.edu/gaintlit/2020/2020/12
Dobbins_Lesson Plan (1).pdf (491 kB)
Dobbins_Source Cards - PDF.pdf (3254 kB)
An Engaging, Hands-On Activity for Evaluating Sources through Problem-Based Learning
PARB 255
How can we facilitate first-year student engagement with critical Framework concepts, especially in a one-shot class? In this workshop, we will introduce an active learning activity designed to teach source evaluation in a 50-minute class. The activity, which incorporates elements of problem-based learning and uses a flipped classroom approach, was added to our institution’s first-year experience course. Prompting students to consider a local issue, the activity requires students to evaluate sources represented as “source cards,” choose sources they would use in the context of the assignment, and justify their decisions. Motivated by the challenge and relevance of the activity, students work cooperatively to consider questions at the heart of the ACRL Framework for Information Literacy. Librarians involved in the assignment design will provide an introduction to the theoretical framework for the activity, followed by a demonstration. Participants will leave with a lesson plan and everything needed to implement this activity.
