This How To Do Research Unit Guide provides a lesson-to-lesson foundation for teaching:● What primary sources are● Real vs. fake information (evaluating sources)● Document analysis● Different ways to obtain information● How to formulate research questions● How to find answers to research questions● The hows and whys of citations (annotated bibliography)By the time students get to high school, they should have a basic understanding of how to effectively do research. Considering that there are so many steps involved in the research process, the earlier these necessary skills are taught, the more time students will be able to devote to theiractual projects. Moreover, in today’s world, information literacy needs to be achieved at an earlier age, so students can learn to be smart consumers, responsible sharers, and presenters of information. Throughout the research process, students will learn that there will be dead ends, questions that are too broad or too narrow, questions that do not have answers. This is an accurate reflection of what their experiences will continue to be as they move into higher level research projects in their educational careers. 

OverviewThe medium we choose to communicate a message can affect how that message is conveyed and how well the message will be understood by the receiver of the message.  This lesson gives the students a concrete way of seeing the effect a medium has on a message.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"

With the release of ChatGPT in November 2022, the field of higher education rapidly became aware that generative AI can complete or assist in many of the kinds of tasks traditionally used for assessment. This has come as a shock, on the heels of the shock of the pandemic. How should assessment practices change? Should we teach about generative AI or use it pedagogically? If so, how? Here, we propose that a set of open educational practices, inspired by both the Open Educational Resources (OER) movement and digital collaboration practices popularized in the pandemic, can help educators cope and perhaps thrive in an era of rapidly evolving AI. These practices include turning toward online communities that cross institutional and disciplinary boundaries. Social media, listservs, groups, and public annotation can be spaces for educators to share early, rough ideas and practices and reflect on these as we explore emergent responses to AI. These communities can facilitate crowdsourced curation of articles and learning materials. Licensing such resources for reuse and adaptation allows us to build on what others have done and update resources. Collaborating with students allows emergent, student-centered, and student-guided approaches as we learn together about AI and contribute to societal discussions about its future. We suggest approaching all these modes of response to AI as provisional and subject to reflection and revision with respect to core values and educational philosophies. In this way, we can be quicker and more agile even as the technology continues to change.

We give examples of these practices from the Spring of 2023 and call for recognition of their value and for material support for them going forward. These open practices can help us collaborate across institutions, countries, and established power dynamics to enable a richer, more justly distributed emerging response to AI.

Much of the work done by faculty at both public and private universities has significant public dimensions: it is often paid for by public funds; it is often aimed at serving the public good; and it is often subject to public evaluation. To understand how the public dimensions of faculty work are valued, we analyzed review, promotion, and tenure documents from a representative sample of 129 universities in the US and Canada. Terms and concepts related to public and community are mentioned in a large portion of documents, but mostly in ways that relate to service, which is an undervalued aspect of academic careers. Moreover, the documents make significant mention of traditional research outputs and citation-based metrics: however, such outputs and metrics reward faculty work targeted to academics, and often disregard the public dimensions. Institutions that seek to embody their public mission could therefore work towards changing how faculty work is assessed and incentivized.

This presentation covers the foundational elements of MLA 9th edition. Students learn how to create bibliographic references and in-text citations for the major source types (books, journal articles, websites, and videos).

This article help to understend how to wrire a good resume. This article help to understand how to write a good resume. First of all I wrote a tips for people who didn't know how to write resume correctly.

Step-by-step guidance about how to make peer-reviewed research articles and unrefereed preprints available open access.

This webinar outlines how to use the free Open Science Framework (OSF) as an Electronic Lab Notebook for personal work or private collaborations. Fundamental features we cover include how to record daily activity, how to store images or arbitrary data files, how to invite collaborators, how to view old versions of files, and how to connect all this usage to more complex structures that support the full work of a lab across multiple projects and experiments.

This online course is about Zotero (https://www.zotero.org/), a free citation manager that helps you collect, organize, and cite journal articles and other information sources. This course explains how to install and use the main features of Zotero. Use this course in whatever way works for you. Complete the whole course or complete only the parts you have questions about. Watch the videos, or read the transcripts, or download the instruction files and learn Zotero by trying it out yourself.

This lesson sets out the process for creating a server for a student collaborative project using the AWS platform

Social media and humans exist in a world of mutual influence, and humans play central roles in how this influence is mediated and transferred. Originally created by University of Arizona Information scholar Diana Daly, this 2024 "living book" edition of Humans R Social Media welcomes additional authors and features contributions by students to help readers understand how we as humans shape social media, and how social media shapes our world in turn.

This lesson provides an overview and serves as an introduction of the exteneded essay (EE). The EE is one component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the and is mandatory for all students.Read about the extended essay in greater detail.

What is the Flipgrid?How do we use Flipgrid?What is Flipgrid in the classroom?Is Flipgrid free?

The potential of information and communication technology (ICT) to promote economic growth, eradicate poverty, and assist the integration of emerging countries into the global economy has garnered widespread agreement. Accessible ICTs has become an obligation that as is governed by policies and procedures all around the world. Therefore, training the next generation of experts has now strategic aim of governments and institutes working toward inclusion and sustainable future. there also is a growing consensus that strengthening research capacity requires a concerted effort across multiple institutes. This paper discusses an overview of the ICT accessibility Research Capacity Building in the State of Qatar, including a Case Study on Our Experience at HBKU University and Working Together with the Mada Centre.

This implementation guide provides a practical overview of how Ohio Dominican University established an Accessibility Team to improve accessibility in Open Educational Resources (OERs). Our faculty and staff engaged in a series of lectures and discussions with counterparts from universities across the country to learn about accessibility techniques and standards. This guide offers a straightforward account of our journey, sharing the strategies and insights gained along the way.

A Twine choose your own adventure flipbook that teaches students the concept of authority from the "Authority is Constructed and Contextual" frame, as outlined in the Association for College and Research Libraries' (ACRL) Framework for Information Literacy in Higher Education (2015). Created by students in ISI 6372 Information Literacy at the University of Ottawa, Winter 2020.

Introduction to the CourseThis module will introduce students to the overall goals of the course, contextualizing the creation of alternative library spaces within two key movements currently seeking to transform library spaces:  Learning Commons and MakerSpaces. Students will be asked to begin reflecting on the complex factors which are involved in successful planning and implementiation of transformative solutions in their school library settings.Two suggestions for a final project for the course are: Project Have each student document where they believe their library is in its evolution of change, explain how its current environment is supporting inquiry for students in their school today.  Then using tools from the course develop a plan for obtaining the information needed to project into the future what their school library and school could be in the next 10 years.   Develop a persuasive argument to present to school administrators why resources should be allocated to initiate the plan.  How could the plan improve student learning, enrich instruction and support the mission of the school?   How would the physical space and your role within it change?Alternative ProjectYour district is launching a new STEM Charter Middle School in the next year.  Initially there is no plan for a library in the Charter School; it will be a one-to-one environment, large studio style learning environments, extensive access to technology, and planners have decided a library is too“traditional” and unnecessary in the new building.   Consider the educational model, the curriculum, the diversity of instructors and students and why the district has approved this concept for new construction.  You believe strongly that the new school needs the inquiry based skills a librarian can provide and ask for the opportunity to present an alternative library concept to the board.  The school board gives you six months to research, compile data, and you have access to the original concept team of educators and the school design team as you plan.   Prepare your presentation for the board. 

The module asks students to think beyond their current experiences in school libraries.  We will look at content that is not specific to school, yet it will be the basis for discussions about how it might apply in future school library environments. You will ask your students to "think out of the box" for the moment then consider those futurist ideas when planning a space for today while knowing the space  should be flexible enough to accommodate futuristic possibilities.