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Information Literacy Habits of Mind (HOMs) Toolkit

Scholarly Party

Context: This activity is best suited for lessons with outcomes related to the scholarly conversation or identifying how authors use sources.

Assessment: The completed Google Doc can serve as formative assessment, ensuring students understand the concept. The Google Doc could also be a summative assessment to compare multiple sessions with the same outcome.

Time: depending on the rest of the lesson plan, between 20-60 minutes.

This class activity can take between 20-60 minutes. It introduces the frame "Scholarship as a Conversation" by playing with the analogy that developing a reference list is like deciding who to invite to a dinner party: you want the participants to have some things in common, but to have things to disagree about, too.

Synthesizing Sources

Context: This lesson would be best suited for learning outcomes related to synthesizing multiple sources of information.

Assessment: If you only use the PowerPoint slides, there will be no way to assess student learning. If you have students complete the worksheet, the worksheet can be a formative way to assess student learning to ensure they understand the concepts; it could also be summative if you collect them and assess multiple sections with the same outcome.

Time: 20-60 minutes

As part of the research process, students need to learn how to organize and synthesize their sources. This short lecture, followed by a matrix outline given to every student, gives students the opportunity to focus their research question even more and to add their own ideas to the conversation of research within their chosen topic.

How do your sources relate to each other and to your ideas?

Context: This is a learning object - not activity - that can help students understand how a source relates to the topic and to other sources. It is best suited for learning outcomes related to synthesis or the scholarly conversation.

Assessment: If you are giving this to students before or after a class to complete on their own, there won't be any assessment of student learning. If you use this worksheet as part of an in-class teaching strategy, it can provide formative assessment.

Time: N/A - self-paced

This handout asks students to think about type of source, how a source relates to their ideas and how sources relate to one another. You can use this handout in class with sources a student just found or as an out of class assignment.

Keeping track of the literature

Context: This is a learning object - not activity - that can help students keep track of information sources used for an annotated bibliography or literature review. This worksheet can be given to students before or after a session, or can be worked through during the session as part of a teaching strategy focusing on synthesizing sources.

Assessment: If used in class, this worksheet can be used for formative assessments of student learning, or summative if you collect the worksheets from multiple classes with the same outcomes.

Time: N/A - self-paced

This template is a helpful addition to a citation manager, for students writing a literature review. The table breaks down important information about articles that one might want to include in their literature review, including main points, methodology, research questions, and any concept to further research. You might provide students with this template simply as a tool, or you might use it as an exploration exercise to get students thinking about the information necessary for a literature review.

Seniors writing thesis, or students in classes with original research components are most likely to benefit from using it.

The document is currently view-only. You will need to make a copy in order to edit it.

The bitly for this template is: