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Teaching Examples

You may find it helpful to see examples of how information fluency concepts are being taught at Campbell to glean ideas for your own classes. Listed below are teaching examples aligned with the six-part Framework for Information Literacy.

Scholarship as Conversation

  • Citation formats for various majors
  • Source evaluation and ways of approaching authority (ENGL 101 and other upper courses)
  • Use of archived prior student research to build one’s own research (BADM 536)
  • Notion of scholarly consensus and dissension (CHRS and DIVI courses on Bible)
  • Scopus and citation ranking (EXER 451, various upper courses)

Information Creation as a Process

  • The information cycle in response to events (ENGL 101)
  • The nature of different types of internet sources (ENGL 101)
  • Processes behind the creation of standard business data metrics (BADM 536)
  • Presentation creation (Symposium workshops)
  • Technology tools, explored using a “petting zoo” approach (EDUC 351 and other courses)

Information Has Value

  • Value of bibliographies and citation formats (from ENGL 101 throughout the entire program)
  • RefWorks as a citation management tool (Various upper level and graduate courses)
  • Critical evaluation of open-source versus subscription resources (SPAN 311, BADM 536)
  • Use of interlibrary loan (Various courses)

Research as Inquiry

  • Formation of research questions as an essential part of the process (CUFS 100 and elsewhere)
  • Background research and database selection (CUFS 100, ENGL 102)
  • Searching iteratively and managing results (ENGL 101, 102, throughout the majors)
  • Organizing information using RefWorks (workshops and upper level courses)
  • Searching based on citation metrics (PHSC 451/536)
  • Various specialized disciplinary databases throughout the majors
  • Community needs analysis (BADM 536)
  • Interpretive lenses for Biblical exegesis (various CHRS and DIVI courses)
  • Acknowledge experiential limitations (SPAN 241)

Authority Is Constructed and Contextual

  • Finding and evaluating peer-reviewed information (ENGL 101 and many others)
  • Discipline-specific databases (ENGL 102 and throughout the majors)
  • The information cycle and the nature of different information sources (ENGL 101)
  • Avoiding plagiarism (workshops and on demand in classes)
  • Citation-ranking database tools like Scopus (PHSC 514 and EXER 451)
  • Informational texts versus storytelling (EDUC 450)
  • Using multiple source types for comprehensive evaluation (BADM 536)
  • "Quality of evidence pyramid" for clinical source evaluation (DPT 702/764)
  • Supplementing “standard’ Bible commentaries with recent articles (various CHRS and DIVI courses)

Searching as Strategic Exploration

  • Research question formulation (CUFS 100)
  • Search logic and source type selection (ENGL 100, 101, 102 and other courses)
  • Keyword building (CUFS 100, ENGL 101)
  • Multiple search tools that are major-specific (Wide variety of courses)
  • Government information and subscription information (Various health science courses)
  • Iterative searching (CUFS 100, ENGL 101, various other courses)
  • Use of Boolean operators (ENGL 100, 101, 102, and other courses)
  • Environmental scanning techniques to “identify interested parties” (BADM 536)
  • Advanced searching in a wide variety of disciplinary databases
  • Organization and significance of our OneSearch discovery product (ENGL 101)
  • Use of controlled vocabulary - specifically MeSH headings - for searching (CLNR 451, PHAR 315, others)
  • Use of scripture reference searching (various CHRS and DIVI courses)

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