This worksheet is tailored specifically for evaluating a primary or archival source by addressing issues of audience, authority, bias, accuracy, and tone. It also asks students to examine the source within the broader historical context (for example, the time period, social movement). An optional question asks students to find two other sources that interpret the archival document in order to help draw their own conclusions.
Students do outside reading of sources they identify and evaluate themselves and use the information they discover to inform an in-class discussion of the topic. For example, ask each student to find background information about a topic you will be covering in class that week and serve as the class “expert” on that topic during the class discussion.
Students find a popular and scholarly article on a topic related to the class, briefly summarize the articles and describe how they differ. They can also be asked to keep a research log about how they found the articles.
Students select a topic and compare how that topic is treated in several different sources.
Students select sources on a topic and then cite, summarize, evaluate and reflect upon each source.
This assignment asks students to find a peer reviewed article relate to a course assignment or course material and evaluate it.
This guide presents tips and tricks for following conversations between authors in the popular and scholarly literature and to find reactions to articles and blog posts.
This guide lists tips for Signature Course (UGS) teaching assistants about how to integrate information literacy into the classroom curriculum using various tools from this toolkit as well as other areas of the Libraries website. UGS Librarians strongly encourage Teaching Assistants to get in touch with the UGS Librarians to discuss tailoring and collaborating on an information literacy exercise or assignment for their discussion sections.
This guide helps students differentiate between popular, scholarly and trade publications.
Give students this guide to explain the differences between primary and secondary sources and why and when you would use either in research.
This assignment asks students to evaluate sources they use for their research. Students are asked to cite the source, identify the source type, discuss the purpose, examine the credibility of the author, discuss the accuracy of the information, and discuss currency.
Use this rubric with the Source Analysis Assignment.
Asking students to create an entry or edit an existing entry for Wikipedia inspires a mental shift as they begin to think of themselves as authorities or experts to be held accountable for their contributions to a living and constantly tended international conversation, to back up claims with evidence and to call attention to information or individuals that maybe excluded from the canon.
This approach maybe useful for courses with discussion of social justice or marginalized conversations.