http://www.informationliteracy.org/searchNew plans http://www.informationliteracy.org/plans/view/522This is the first workshop in 3 part certificate program.  It is scheduled to last 80 minutes http://www.informationliteracy.org/plans/view/523This 80-minute workshop is the 2nd in a three part series. Students learn about using the library catalog, library databases, and free internet sources to find academic information. http://www.informationliteracy.org/plans/view/524This is the 3rd workshop in a 3 part series. This workshop lasts 80 minutes. In this workshop students learn about writing their papers in the proper MLA format and creating a correct Works Cited page. http://www.informationliteracy.org/plans/view/525 http://www.informationliteracy.org/plans/view/526This series of lessons is designed to introduce first-year English composition students to the research process, using a problem-based learning approach. Students read excerpts from a book on school integration in the 1950s and then an article on the state of racial integration in schools today. They are then provided with a scenario in which the governor of a state is thinking about mandating a school integration plan. The students, working in groups, must research the issue and then make a presentation to the State Board of Education in which they state whether they support or oppose a mandatory school integration plan and why. Students spend about 3 weeks developing research questions and a focus, conducting research using library resources, writing an annotated bibliography, and then making their presentation to the class. http://www.informationliteracy.org/plans/view/530This is a handout with sample searches and tips for an upper-level Islamic Traditions class. Many of the same procedures could be followed for other religion classes. http://www.informationliteracy.org/plans/view/588This can describe it in detail http://www.informationliteracy.org/plans/view/723Using a hands-on group activity, class discussion, and student demonstration, this lesson teaches students how to critically evaluate information found on the web. Students will evaluate a sample web site and seek additional information with which to verify that site. Wikipedia will be used as one corroborative tool, and Wikipedia's own validity and reliability will be examined. Finally, students will gain a brief introduction to the library's databases through the use of LexisNexis as an additional verification tool. This lesson has been used as part of a fourteen session, one-credit Information Literacy course. It also serves well as a single session on web evaluation. Since the lesson uses the DHMO (dihydrogen monoxide) hoax site as an example, it is particularly relevant to chemistry, biology and environmental studies students. The evaluation skills presented, however, will be useful to students in all disciplines. http://www.informationliteracy.org/plans/view/724This lesson prepares students to understand and recognize the differences between scholarly and popular periodicals, particularly in the sciences and social sciences. Using demonstration, class discussion and hands-on search exercises, students will learn about the scholarly publishing model, practice differentiating between scholarly and non-scholarly sources in electronic and print formats, understand why scholarly sources are often preferable for academic work, and learn techniques for seeking out scholarly material. The lesson has been used as part of a fourteen session, one-credit Information Literacy course, but it also serves well as a single session on the differences between scholarly and popular periodicals. http://www.informationliteracy.org/plans/view/786testing once again.