Instruction Session Topics

The list below outlines our most popular workshop topics, how long a topic takes, and our key objectives for each topic. The workshops on Finding Sources, Evaluating Sources, and Using Sources are all tied to ACRL's Framework for Information Literacy for Higher Education.

This is not an exhaustive list. If you would like to explore other resources or session topics, we would be happy to discuss options with you. Please contact Alyssa Archer, Head of Research Services, or call 540-831-5688.

Finding Sources

Topic	Time Required	Points Covered	Concepts
Brainstorm research topics	15 minutes	Brainstorming ideas with the help of concept mapping and/or topic development databases Narrowing or broadening topic to fit the scope of a research project	Searching is Strategic Exploration Research as Inquiry
Search the catalog	10 minutes	Finding books and videos on a topic Using call numbers to locate items in the building, identifying links to online content, and Interlibrary loan links for content we do not own	Searching is Strategic Exploration Research as Inquiry
Search SuperSearch	15 minutes	Developing a search strategy Finding sources on topic Using the “find full text” link to retrieve articles	Searching is Strategic Exploration Research as Inquiry
Search a specialized database	30 minutes	Searching for topics in discipline- specific or specialized databases (PsycINFO, ERIC, Passport GMID, etc.)	Searching is Strategic Exploration Research as Inquiry
Track the literature	25 minutes	Reading and interpreting citations from an article Tracking the literature through mining references and articles citing a work Finding full text	Scholarship is a Conversation Information Creation is a Process

Evaluating Sources

Topic	Time Required	Points Covered	Concepts
Evaluate source credibility	50 - 75 minutes	Identifying characteristics of credibility via websites	Authority Is Constructed and Contextual
Contextualize source authority	50 - 75 minutes	Analyzing the credibility of a range of sources	Authority Is Constructed and Contextual
What is a scholarly article?	20 minutes	Identifying characteristics of scholarly articles Discussing the peer-review process	Information Creation is a Process Scholarship is a Conversation
Identify types of scholarly articles	15 minutes	Comparing and distinguishing between: research articles and literature reviews; primary vs. secondary	Information Creation is a Process Scholarship is a Conversation

Using Sources

Topic	Time Required	Points Covered	Concepts
Avoid plagiarism by using APA or MLA	30 - 75 minutes	Understanding when to cite Using the APA or MLA LibGuides Creating references and in-text citations	Information Has Value
Paraphrasing: Best practices	30 minutes	Formulating guidelines for source use Distinguishing differences between good and bad paraphrasing	Information Has Value
Synthesize sources for a literature review	30 minutes	Incorporating sources into research project	Information Has Value

Course-specific options

Topic	Time Required	Points Covered	Concepts
Univ 100: Library Challenge	50 minutes	Students play a Jeopardy-style game complete with buzzers and prizes to learn about McConnell Library	Getting familiar with the library

Concept Descriptions

The following are core ideas in information literacy, as outlined in the ACRL's Framework for Information Literacy for Higher Education, with wording adapted from Ohio University Libraries. The workshops listed above work toward developing a fuller understanding of these concepts.

Authority Is Constructed and Contextual

Who we trust as an expert depends on why we need the information & who’s doing the trusting.
Authority exists because a community gives it to someone. Beware: sometimes authority comes mostly from “privilege” that can drown out other voices.
Good thinkers consider information skeptically, but keep an open mind.

Information Creation is a Process

The way information is shared changes the way it is created, and vice versa.
Good information can come in any format. Every format has its benefits and drawbacks, including assumptions about quality and authority that may or may not be true.

Information Has Value

Information is worth money. It can be bought and sold.
It is valuable because seekers learn from it & use it to influence others.
Economic, legal, and social forces influence how it is created, used, packaged & traded.

Research as Inquiry

Research is seldom a straight line with an answer at the end. It is a spiral of deeper questions that arise as understanding grows.
The more a researcher works, the more skill and perspective they gain about the process itself.

Scholarship is a Conversation

Researchers talk to one another, even across the centuries, gathering new ideas into old questions. The interplay creates new things.
There may be many answers to a single question.
A researcher may have to earn the right / learn the rules to speak in a given conversation, depending on who / what is already “in the room.” It might not be fair.
When someone adds a new idea, they must say whose ideas they gathered to get that far.

Searching is Strategic Exploration

Searching is a skill set: search mechanics matter.
The mental flexibility to ask a question in many different ways of many different kinds of sources – and learn as you go – is also necessary.
Who you are affects how you search. Learn to stretch.
Searching can get convoluted; stay organized.

Concept descriptions

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Saines, S.; Broughton, K.; Intrator, M.; Schmillen, H.; & Wochna, L. (2017). How information works: ACRL Framework for Information Literacy in lay language. ACRL Framework for Information Literacy Sandbox. Retrieved from http://sandbox.acrl.org/library-collection/how-information-works-acrl-framework-information-literacy-lay-language

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