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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. The first half of the 90-minute session will be group work, and the second half will be individual work to help them in their research.

Faculty member and library instructor work together to determine a topic related to their current coursework that will be assigned to each group for the first 45-minutes. Topics could include themes/theories (e.g. "Feminism"), objects (e.g. Euphronios Krater), or people/groups (e.g. Adrian Piper, Bauhaus).

(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.)

Keep in mind that this lesson plan (and especially the timeline below) is a template. Every class is different, so it's okay if you don't make it through all the material or switch it up a bit!

Learning Objectives:

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

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

Instruction Session

Before Class the Librarian Should:

  • Reach out to the instructor to determine the topic (see above) that they will be searching for in group work
  • Arrange space in 4 pods with 5 chairs each (if you have 20 students, otherwise adjust). 
  • Print out only one group worksheet for each table (~5) to encourage the students to work as a group.
  • Print out one individual worksheet for each student (~20)

1. Introduction/Orientation (15 minutes): Depending on the time in the semester, some students may or may not have been to the library before. You can use this template set of slides to introduce them to the library space and work or you can use this 15 minutes however you think is most relevant!

2. Evaluating Sources Activity (25 minutes): Students are assigned a topic pre-determined with the faculty member (see above). They are then provided a handout which asks them to evaluate a source they find using one of the following resources:

Wikipedia

Google

Library Catalog

Library Database (Art and Architecture Source)

 

Students should take about 15 minutes to complete the worksheet and then you'll have 10 minutes for the groups to present back to each other. You may want to have the group stand up and demonstrate their search and evaluation process at the instruction computer.

 

3. Think + Share (5 minutes): In their groups, students reflect on what they've learned and what they are still confused by.

 

4. Individual Work (35 minutes): Students are provided with a shorter handout to complete on their own, while faculty member and library instructor provide one-on-one help.

 

At the end of class, collect the group handouts for assessment. Fill out this rubric for each handout and return it in a folder with the instructor's name and class number to the Information Literacy and Instructional Design Librarian.

 

 

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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