IL Framework in the Classroom

• Brainstorms a list of terms and phrases to explore the topic.
• Identifies who produces information on the topic and where they would share it.
• Refines search strategies (e.g. appropriate sources, tools, vocabulary) based on search results.
• Determines relevance of sources of information during exploration.
• Recognizes source types regardless of the way in which the information was accessed.

Research logs - Students keep a record of their search terms and search strategies.  Students explain changes that were made based on their initial search results.  Students demonstrate perseverance when searching. 

Self-reflection - List your research strategies.  Describe how you adapted them in the face of search challenges.  Give examples from your search experience that show mental flexibility and persistence.   Share to what extent you sought out guidance from experts.   [Note: This piece of writing could also be used as an artifact for writing assessment.]

Video.  Searching is Strategic [3:14]
https://www.youtube.com/watch?v=4CHKYaJkuO0

Video.  From Research Question to Keywords [00:58] 
http://www.youtube.com/watch?v=72-IzUDdUfY

Video.  Selecting and Using Keywords [3:05] 
https://vimeo.com/85564795

Video. How to Search a Database [4:38]
http://www.youtube.com/watch?v=YlStByygQVw&list=PLNZ75MHiArDZGtsFRsYUNFoLJg57wwLVk

Video.  Selecting the Right Number of Keywords [2:43] 
http://vimeo.com/12861706

Video.  How is your information created? [3:48]
https://www.youtube.com/watch?list=PLWSTDvKXpqLmQc_SJhYUMaUb_gpTwXiX1&v=ThQAmo4c66k

Video.  Format matters [3:41]
https://www.youtube.com/watch?v=xKQSQgdUAu4

Video.  Boolean Operators: Pirates vs. Ninjas [2:57] 
http://youtu.be/sdx9dACkvyI

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

Tutorial. Search Strategies
https://www.softchalkcloud.com/lesson/serve/w7acp8gr3VeX9Q/html

Quiz. Information Formats, Information Creation  
https://www.goconqr.com/en-US/p/5755064

1. Use Christine’s worksheet (Who ? Where? What? Keywords) to have students strategically prepare for searching.
2. Students develop a concept map of topic.  Start by writing topic in the center.  Then, brainstorm keywords for topic.  Add additional terms to the list including related concepts, synonyms, broader and narrower terms.  As students build keywords, list questions they may have or areas where their knowledge is unclear.
3. Students come prepared with search terms.  They use two different databases to locate information on their topic and compare the results in terms of quantity, types of sources, and relevance.  Students report out to stimulate class discussion.
4. Small group activity focused on refining search strategies based on search results.  Groups search various tools (e.g. Google, Academic Search Premier, and APA PsycArticles) and compare results.  Introduce the concept of controlled vocabulary and have students continue searching together with subject headings and compare results.
5. Assign students to identify and use subject headings after conducting a keyword search on their topic in particular database(s).  Class discussion on experience.
6. Use your own version of the “Search Strategy Organizer” http://sandbox.acrl.org/system/tdf/resources/Search%20Strategy%20Organizer_Huisman2016.pdf?file=1&type=node&id=304&force= .  Students work with a partner (peer input) to begin searching on their research question(s).
7. In pairs, students go to the whiteboards and write out their research questions.  Students cross out words that would not be useful for searching.  Then, students brainstorm search terms and phrases, including synonyms, together that might be useful. 
8. Display a results list from any resource (One Search, Google, article database, etc.), and facilitate a class discussion on which sources the students think would be most relevant and why.
9. Pass out different types of information sources and have students work in pairs to identify types and sources.  Have students introduce the source they analyzed.  Discuss how to access information vs. source type (format). 
10. Prior to library session, ask students to find one article they  find relevant to their research question.  In class, have the students skim/reread the article to locate new keywords and  authors for a revised search.  Students rerun their search in One Search to locate additional relevant information.
11. From Nothing To Something Lesson Plan http://sandbox.acrl.org/system/tdf/resources/Teaching%20Information%20Literacy%20Threshold%20Concepts_Transforming%20the%20Failed%20Search.pdf?file=1&type=node&id=373&force=