Lesson Plan: 1

Evaluating Sources & Intro to Research: Active Learning Lesson Plan

Jacqueline Frank; email

Methods of active learning:

  • Group & class discussion
  • Pair & share
  • Hands-on research

Learning Outcomes (assessment questions at the end)

Concrete skills: after this class, students will be able to:
  • Effectively evaluate sources of information
  • Conduct research using the library website
  • Conduct research using Google Scholar
  • Cite sources accurately
Critical Thinking Objectives:
  • Understand different contexts, in which sources of information are appropriate or not
  • Evaluate how successfully you can develop your original research question

LESSON PLAN INTRO (2 mins)

INSTRUCTION & GROUP DISCUSSION (15 mins)

  • review resources on Course Guide – has info we will cover today, for you to go back and review anytime
    • Articles – What is Peer review?? Who can give an explanation?
  • introduce CRAAP – discuss how sources can be useful in different contexts (i.e. biased piece would not be appropriate for a factual overview, but would be appropriate for paper showing the range of human opinions on a topic)
  • General Intro to Library Resources (5 mins)
    • overview of searching for peer-reviewed articles (get example topic from students in class)
    • using facets for subjects, articles/databases by format, date, etc.
  • Google Scholar Intro (5 mins)
    • Connecting to Library resources
    • Evaluating sources – “Do you need to be more weary of web sources vs. google scholar, or the library website? What do you think?” Why?
      • scholar shows more academic sources than google, but still need to think critically:
      • Number of citations, look at other publications by the author, reputable journals,
      • Why do you need to be more weary of general web sources vs. google scholar vs. library website vs. peer reviewed ?
    • What questions do you have at this point?
      • Review padlet – have other students answer the questions if the remember/know the answer

ACTIVITY & SMALL GROUP DISCUSSION (10 mins)

Hands-on/active learning: compare sources found on Library website, Google, & Google Scholar

  • Ask 1/3 of class to search their topic in CatSearch; 1/3 to search in Google Scholar, & 1/3 to search in Google
  • Either in groups of 3 who searched different places, or the entire class – Have one person explain their search results from each platform (i.e. did they see articles, books, or images, websites, etc.)
  • Group example (optional)
    • Show the same sample search in Catsearch, Google Scholar, & Google
    • Discuss differences & similarities

INSTRUCTION & GROUP DISCUSSION (5 mins)

  • DISCUSS (with entire class, or in small groups) – when would it be appropriate to use all of those different sources?
    • (i.e. biased piece would not be appropriate for a factual overview, but would be appropriate for paper showing the range of human opinions on a topic)
  • Consider this:  Don’t need to find the ‘needle in the haystack’ research that says exactly what you are trying to argue – instead, you can use use relevant articles, that may not be the exact research topic/question, and you explain how they relate and support your idea
    • keep this in mind going into the next activity
  • address questions and concepts that come up

ACTIVITY & HANDS ON RESEARCH (15 mins)

  • Part B: Pair & Share activity
    • Individually – Students will start their preliminary search to:
      • determine feasibility of topic(s) of interest & select topic
      • find 2-3 appropriate sources, including peer-reviewed articles on the topic
      • evaluate each article with CRAAP
    • With a partner
      • Share how the article you selected supports your topic
      • Share how you determined it ‘passes’ the CRAAP test
      • Talk through the questions/answers to the last page of questions on the Worksheet Part III

LESSON PLAN WRAP UP (5 mins)

Flipped Classroom Option:

Assign the following video(s) as homework to students prior to class, or after the instruction session, depending on student needs.

Assessment Questions mapped to Learning Outcomes & the ACRL Framework

*Student questions are from ACRL; Professor questions are received from the instructor after the assignment has been graded

Concrete skills: after this class, students will be able to:
Learning Outcomes Framework Concept Assessment questions
§  Effectively evaluate sources of information Authority is constructed & contextual Student: “I intend to apply what I just learned”

Professor: “student used appropriate sources of information for their topic”

§  Conduct research using the library website Searching is exploration Student: “I am more aware of the library’s resources & services”

Professor: “student used appropriate sources of information for their topic”

§  Conduct research using Google Scholar Searching is exploration Student: “I intend to apply what I just learned”

Professor: “student used appropriate sources of information for their topic”

§  Cite sources accurately Information has value Student: “I feel more confident about completing my assignments”

Professor: “student cited sources accurately, according to guidelines”

Critical Thinking Objectives:
Learning Outcome Framework Concept Assessment questions (student questions from ACRL)
§  Understand different contexts, in which sources of information are appropriate or note Authority is constructed & contextual Student: “I intend to apply what I just learned”

Professor: “student used appropriate sources of information for their topic”

§  Evaluate how successfully you can develop your original research question Searching is exploration Professor: “student sufficiently developed their topic into an appropriate research question/statement”

 

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