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Information Literacy Program at Decker Library

A toolkit for MICA's Information Literacy Program

Preparation

About This Lesson Plan

This lesson plan is for AH 100's break-out sessions and is designed to be co-taught with the faculty member. Instruction takes place in two sessions:

  • 30-minute library tour and viewing of related Special Collections
  • 90-minute instruction session focused on Evaluating Sources

Faculty members may opt to add an additional 90-minutes to their instruction session if there are additional topics they would like to explore with their class, but this is the minimum requirement for all Art Matters sections.

Learning Objectives:

By the end of this session, students will be able to:

  • Analyze resources and critically evaluate authorial bias
  • Synthesize and contextualize information

Library Tour

In advance of this meeting, pull special collections related to your thematic section of Art Matters.

1. 10 minutes: Walk-through tour of the library

2. 10 minutes: open-ended Special Collections discussion

3. 10 minutes: Introduction to library website

Instruction Session

Before Class:

  • Arrange space in 5 pods with four chairs each (if you have 20 students, otherwise adjust). 
  • Print out only one worksheet for each table to encourage the students to work as a group.

1. Evaluating Authority Activity (75 minutes): Students are given a brief article to read. Using the article, we have a conversation about evaluating sources for authority, relevance, and credibility. We also discuss some of the differences between scholarly and popular sources. Students are provided with a worksheet they can use to evaluate sources that they discover in their own research. 

The time it takes students to complete the worksheet will depend on a number of factors (if they've read the article previously, if students are late, etc.) but keep and eye on time as you'll want to split 1 hour between the group work and the presentations.

During the presentation, ask students to close their laptops and pay attention. And remind them that they'll need to summarize the topic for folks.

Topics:

2. Concept Mapping Activity (15 minutes)

Similar to this concept mapping activity, write the topic (e.g. "Confederate Monuments in Baltimore" or "Confederate Monuments in South Carolina") on the white board.

Frame the discussion around the following two questions:

  • What do we know?
  • What questions do we still have?

This can serve as a transition to explaining how these research strategies can and should be applied to their research process.

Decker Library at the Maryland Institute College of Art | Location: 1401 W. Mount Royal Ave., Baltimore, MD 21217 | Mailing: 1300 W. Mount Royal Ave., Baltimore, MD 21217

Research Help: 410-225-2273 / refer@mica.edu | General Questions: 410-225-2272 / circ@mica.edu

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