IL Framework in the Classroom

• Gives credit to the original ideas of others through proper attribution and citation.
• Values the why of using citations, rather than solely focusing on the how.
• Distinguishes between one’s own ideas and the intellectual property of others regardless of format.
• Recognizes that privilege plays a role in access to information.  

Review in-text citations and/or works cited/references pages completed by students.

Self-reflection.  How do you acknowledge the value of information in your own research?  How would your personal and academic research be affected if your access to information was restricted or limited?  What kind of information is valuable to you in your daily life?  How about in your course work?  Is there a difference in the type of information you value in different settings?

Video. Information Has Value [2:59] https://www.youtube.com/watch?v=LGq9acIW0gw&feature=youtu.be&list=PLWSTDvKXpqLmQc_SJhYUMaUb_gpTwXiX1

Video. Citation:  A (Very) Brief Introduction [1:54]  https://www.lib.ncsu.edu/tutorials/citation/

Video.  What Are Databases and Why you Need Them [2:34] http://youtu.be/Q2GMtIuaNzU

Video.  Filter Bubbles [8:57] https://pc-maricopa.libapps.com/libguides/admin_c.php?g=655510

Tutorial. Citations: The Foundation of Scholarly Conversation https://www.softchalkcloud.com/lesson/serve/t9g0pxd3mYywVI/html

Tutorial. Access Matters https://www.softchalkcloud.com/lesson/serve/OHqJ0V5bM8Bxp6/html

Tutorial. Value of Information https://www.softchalkcloud.com/lesson/serve/skB0347xcaIDbG/html

1. Students work with a partner.  Using Padlet as the class “white board,” ask students to think of as many answers as possible to the question, “Why do we cite?”  Why do students cite?  Why do researchers/scholars cite?  Why would professionals at work cite sources during a meeting?  Why would internal documents at an organization/place of work include citations?  Why do speakers cite sources?  After the frenzy of students listing answers, group similar ones together and facilitate a class discussion on how information has several dimensions of value.
2. Concentrate on the value of information with a focus on images and their use within the context of a presentation instead of a written paper.  Ascertaining whether or not an image can be freely used and, more importantly, why or why not, can be tricky. http://sandbox.acrl.org/system/tdf/resources/Teaching%20Information%20Literacy%20Threshold%20
   ​Concepts_Ethical%20Use%20of%20Information%20in%20Presentations.pdf?file=1&type=node&id=374&force=
3. Students practice citing their sources (or selected sources by librarian).  Use PC Library citation guide or Purdue OWL.  
4. Think/pair/share on why library databases exist. Who has access to these databases?  What are the implications for how information is accessed and valued? 
5. Jigsaw - small groups become expert on assigned format (reputable blog, scholarly journal, magazine…)
6. Social Justice in Information https://www.projectcora.org/assignment/social-justice-information-first-year-high-potential-students