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Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations. -Framework for Information Literacy for Higher Education
HOW TO INCORPORATE SCHOLARSHIP AS A CONVERSATION? Help students view themselves as information producers, individually and collaboratively, that is part of a larger conversation. Underscore that they're not simply regurgitating information they find elsewhere, but integrating it with their own contributions to create something new. Demonstrate the various reasons why it's important to cite the work you use, ways they can contribute at an appropriate level, and how to critically evaluate the contributions of others.
Consider: In your program/course, how do students interact with, evaluate, produce, and share information in various formats and modes? |
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Below is a list of all the information literacy concepts that are covered on this page. Click the links below to go directly to that concept or scroll down the page to view each one.
| Peer Review Process Overview | |
| Description: | The presentation introduces the peer review process and explains its importance in the creation of reliable information. Review the process with students & conclude with an interview activity in which students ask professor questions about publishing research in his/her field of study. |
| ACRL Frames Addressed: | Scholarship as a Conversation, Information Creation as a Process |
| Resource Type(s): | PowerPoint |
| Assessment Tool: | Quiz |
| Contributor(s): | Dina Meky, Samantha Kannegiser |
| Last Updated: | February 2017 |
| Tags: | scholarly sources, peer review, interview, research process |
| Scholarly versus Popular Sources | |
| Description: | This assignment helps students differentiate between popular and scholarly sources, and illustrates the advantages of articles produced through the peer review process. At the end of this activity, students should be able to compare and contrast four different types of information sources, recognize differences between scholarly and non-scholarly articles, and recognize the importance of authorship. |
| ACRL Frame Addressed: | Scholarship as a Conversation, Information Creation as a Process |
| Resource Type(s): | Discussion Board or In Class Group Discussion |
| Assessment Tool: | |
| Contributor(s): | Masunaga, Jennifer. "Scholarly vs. Popular ." CORA (Community of Online Research Assignments), 2015. https://www.projectcora.org/assignment/scholarly-vs-popular. |
| Last Updated: | July 2015 |
| Tags: | scholarly, popular, source types |
| Journal Transparency Index | |
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Description: |
Using a proposed Transparency Index, students select an academic journal in their field using the library's journal finder feature. Individually or in groups, rate the journals according to the transparency index in order to critically evaluate information produced through peer review and identify potential issues with the peer review process. |
| ACRL Frame Addressed: | Scholarship as Conversation, Information Creation as a Process |
| Resource Type(s): |
Discussion Board, Class Discussion, or Class Activity |
| Assessment Tool: | |
| Contributor(s): | Samantha Kannegiser |
| Last updated: | February 2017 |
| Tags: | transparency, credibility, peer review, critical thinking |
| Learning to Paraphrase | |
| Description: | This activity will introduce the topic of paraphrasing and plagiarism. In this activity students are given a handout and asked to write briefly about their weekends. They then switch worksheets with another student and rewrite the student's paragraph by properly paraphrasing. |
| ACRL Frames Addressed: | Scholarship as a Conversation, Information Has Value |
| Resource Type(s): | Worksheet |
| Assessment Tool: | Write/ Rewrite Rubric |
| Contributor(s): | |
| Last Updated: | 2014 |
| Tags: | paraphrase, plagiarism, group activity |
| Differing Perspectives on a Topic | |
| Description: | In this lesson, students are given 3 to 5 sources covering different perspectives on a topic. Student discuss the perspectives, sources which hold more strength than others and why, and how they would add to the conversation. |
| ACRL Frame Addressed: | Scholarship as a Conversation |
| Resource Type(s): | |
| Assessment Tool: | |
| Contributor(s): | University of Cincinnati Libraries |
| Last updated: |
August 2017 |
| Tags: | argument, debate, group activity |
| Citation Chain Assignment | |
| Description: | Have students create a “citation chain” in which they cite an article and then create a kind of “tree” of sources that cited it and sources that it cited. Have students discuss how a scholarly argument evolved over time by following the "branches" of the tree. |
| ACRL Frames Addressed: | Scholarship as Conversation |
| Resource Type(s): | In-class activity; Discussion board |
| Assessment Tool: | |
| Contributor: | Bonnie Lafazan |
| Last Updated: | 2016 |
| Tags: | citing sources, argument |
