Subject Guides: Augustana Plan for the Integration of Information Literacy (APIIL): AUIDS 201: Collaborative Learning

AUIDS 201: Collaborative Learning

One of the learning objectives of AUIDS 201 is to "integrate information from multiple sources." The course includes an annotated bibliography assignment in which students must find, summarize, and cite at least five information sources, and other course assignments may also involve research. The following tutorials, activities, and assignments are ideas you can use or adapt for your course. If you would like a librarian to teach in your course, please fill out the library instruction request form.

Videos and Tutorials

Online Verification Skills (4 videos)
Describes the process that fact-checkers use to evaluate sources and explains the benefits of this process over other methods of evaluation.
→ Time: 12 mins (total)
Check, Please! Starter Course
Teaches how to fact- and source-check in five 30-minute online lessons. Choose one or all lessons for your class.
→ Time: 30 mins to 2.5 hours
Getting Started with Zotero
This interactive video tutorial will guide you through downloading the reference management software Zotero and using its key functions.
→ Time: 30 mins

Instruction and Activities

The Scholarly Article Autopsy
Students work in small groups to systematically examine a scholarly article in depth, identify and evaluate its various components visually and in writing, and then compare it to a non-scholarly article on the same topic.
→ Time: 60 mins
→ Computers: Optional
Reading a Scholarly Journal Article
Students read a journal article relevant to the course and complete a worksheet that asks them to identify the article’s research question, key findings, participants (or data sources), methodology, and limitations. (Can be modified for non-empirical articles.)
→ 30 mins
→ Computers: Not required
Close Reading an Abstract
Students examine a journal article's abstract and complete a worksheet that helps to contextualize it. They then paraphrase the abstract for different contexts.
→ Time: 50 mins
→ Computers: Not required
Contextualizing and Evaluating Information Sources
Students complete a worksheet with open-ended questions that guide them through sophisticated evaluation of an information source.
→ 50 mins
→ Computers: Required
Comparing Different Source Types
Students work in groups to examine different types of information sources and answer questions regarding their strengths and limitations. They share their findings with the class.
→ Time: 60 mins
→ Computers: Optional
SIFT (The Four Moves): Fact and Source Checking
Students learn how to Stop, Investigate the source, Find trusted coverage, and Trace claims back to the original context. The activity can include one or more of the "moves."
→ Time: 30 mins to 2 hours
→ Computers: Optional (required for some moves)
Information Needs, Types, and Qualities
This activity uses Socratic questioning to explore the research process.
→ Time: 20 mins
→ Computers: Not required
Who Cares? Understanding the Human Production of Information
Using a specific topic relevant to the course, students consider who would produce information on the topic. They then find an article on the topic and complete a worksheet that asks questions related to the production and audience of the article.
→ Time: 50 mins
→ Computers: Required
What You Know, What You Want to Learn, and How to Find It
Students complete a worksheet that helps them to reflect on their current knowledge, the focus of their research, and what kind of strategies they might use to find information.
→ Time: 20 mins
→ Computers: Not required
Metacognitive Search Strategies
Students think metacognitively as they search to determine good strategies for navigating the search process. They contribute to a collective Search Tips sheet that the whole class can use as a resource.
→ Time: 60-75 mins
→ Computers: Required