Supplies Needed

• The online training course Compass 
• Microsoft Teams 
• Microsoft Powerpoint 
• A shared doument for students in which they can work together 
• Optionally: Wooclap 

Set-up Classroom

Create a general channel for the plenary discussion. Also, create extra channels for groups to work together. Otherwise break-out rooms could be used. 

Optionally: Using a Virtual Classroom could be suggested. Use the break-out room option to let students work together. 

Step 1. (Preparation)

Ask students to follow Compass module 1 (finding and accessing information), 2 (setting up your search) and 3 (evaluating your sources). This will take them approximately 45 minutes. 

Step 2. (During Class)

Students break out in smaller groups. Ask the students to provide answers to the four questions below. Students answer each of these questions by formulating guidelines for evaluating sources, using what they have learned about scientific literature and how to evaluate this using CRAPMAP.: 

– How to evaluate the credentials of the author(s)? 
– How to evaluate the claims made in the article? 
– How to evaluate the source’s objectives (how to evaluate why the source was created)? 
– How to evaluate the author’s perspective (or worldview) embedded in the article?  
 
These four questions are based on the CCOW values for evaluating information sources (Tardiff, 2022). Ask the students to put their answers into slides (Microsoft Powerpoint). Provide a time for the students to return to the plenary session. 

Step 3. (Evaluation)

When finished, the plenary session starts. Ask each group to present their guidelines and let them reflect on their choices. As a teacher, make sure to collect each set of guidelines, for example by letting each group place their guidelines in a Wooclap with an open-ended question or a document which is shared amongst students. The teacher and students reflect on the discussions the students had in their subgroups. 

Step 4. (Evaluation)

From all the collected guidelines, the students and teacher formulate a final set of recommendations for evaluating sources which the students can use for their own research. If contradictions between subgroups arise, use these as a tool to reflect on the process of evaluation.

Make sure the document in which the general guidelines are set up is accessible for the students after class has ended, so they can use it for future reference. 

Source

Tardiff, A. B. 2022. Have a CCOW: A CRAAP alternative for the internet age. Journal of Information Literacy, 16(1), pp.119–130 

Supplies Needed

• The online training course Compass 
• Microsoft Teams 
• A shared doument for students in which they can work together 
• Optionally: Wooclap 

Set-up Classroom

Using a Hybrid Classroom could be suggested in which students are able to attend class online and on-campus. The on-campus and online groups work seperatly

Optionally: Using a Hybrid Active Learning Classroom could be suggested. Due to its set-up it supports collaborating between on-campus and online students easily.

Step 1. (Preparation)

Ask students to follow Compass module 1 (finding and accessing information), 2 (setting up your search) and 3 (evaluating your sources). This will take them approximately 45 minutes. 

Step 2. (During Class)

Students break out in smaller groups. Ask the students to provide answers to the four questions below. Students answer each of these questions by formulating guidelines for evaluating sources, using what they have learned about scientific literature and how to evaluate this using CRAPMAP: 
 
– How to evaluate the credentials of the author(s)? 
– How to evaluate the claims made in the article? 
– How to evaluate the source’s objectives (how to evaluate why the source was created)? 
– How to evaluate the author’s perspective (or worldview) embedded in the article?  
 
These four questions are based on the CCOW values for evaluating information sources (Tardiff, 2022). Ask the students to put their answers into slides (Microsoft Powerpoint). Provide a time for the students to return to the plenary session.

Step 3. (Evaluation)

When finished, the plenary session starts. It is important to involve the online students with the on-campus students. Ask each group to present their slides with the guidelines and let them reflect on their choices. As a teacher, make sure to collect each set of guidelines, for example by letting each group place their guidelines in a shared document or by handing them in in Wooclap through an open-ended question. The teacher and students reflect on the discussions the students had in their subgroups.  

Step 4. (Evaluation)

From all the collected guidelines, the students and teacher formulate a final set of recommendations for evaluating sources which the students can use for their own research. If contradictions between subgroups arise, use these as a tool to reflect on the process of evaluation. 

Make sure the document in which the general guidelines are set up is accessible for the students after class has ended, so they can use it for future reference. 

Source

Tardiff, A. B. 2022. Have a CCOW: A CRAAP alternative for the internet age. Journal of Information Literacy, 16(1), pp.119–130