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Help students identify ghost citations (fake citations made up by an AI like ChatGPT) by using this worksheet. First, have the students use a generative AI tool to ask for sources. Then, follow the worksheet to identify what is real and what is not real about the citations. The worksheet was created by University of Maryland librarians, who presented it at the LOEX virtual conference in 2023.

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SIFT is a great way to teach Source Evaluation. Attached above are the slides I use for my SIFT activity. They include an example source for students to practice with and instructions on how to sift a source of their own.

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Some students struggle with disagreements, contradictions, and gaps in their research topic. When you introduce the information landscape on Day 1, you could point out that a landscape naturally has gaps (even the sky could be considered a large gap). Assure them that they can expect to find gaps and contradictions in their information landscape. For their paper, they can work with what the sources do tell them, while pointing out what is still not known about the topic.

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To review the Searching as Strategic Exploration module, you could challenge the students to a race on Academic Search Ultimate. The slides are attached in the above image, and the activity instructions are attached here.

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CRAAP has been widely poo-pooed as a source evaluation strategy. Try CCOW instead!

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Have small groups draw their "information landscape" on the whiteboards.

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Have students write their information need as you start class. Give them a few minutes to review what they have.

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Have 4 groups search for the same information need on different platforms--Google, YouTube, TikTok, DuckDuckGo, and compare results.

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If they don't really have a research question yet, write a topic in the center of a paper and then answer who, what, when, where, why, and how in circles around the topic.

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Create a topic development ferris wheel!

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Show an example of an activity you're having them do instead of letting the students flounder with remembering verbal instructions.

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Use a 1-question exit ticket for students to anonymously ask for clarification on one idea that was still murky.

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Set up "stations" (could be whiteboards) for students to visit and learn about different parts of the process. There are lots of creative possibilities here, but the idea is that they don't sit in a lecture for the whole class period. Instead, they get up and move to learn!

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Everyone writes their topic and/or keywords on the whiteboards. Then comment or give suggestions on someone else's.

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After demonstrating how to brainstorm keywords (concepts and synonyms) using AND/OR Boolean operators, give the students a chance to apply what they learned in a speed challenge. In groups of 3-4, give them 3 minutes to design a keyword map for a topic (you can choose what). Declare a winner for the most thorough strategy, briefly explaining what you liked about it. Then repeat the competition 2 more times. You should see the maps improve with each round.

NOTE: use the whiteboards if you're in 2231, 2232, 2233, or 2234. Use sheets of paper and markers if in 2212.

Contact toni_pilcher@byu.edu for more information.

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You can do this activity before or after teaching source evaluation.

Put the students into groups of 3-4 and give each group small pieces of paper: 1 green, 1 yellow, and 1 red. Explain that green = credible, yellow = concerns or not enough information, and red = not credible. Display a source or give the students a short source to read. They should discuss and evaluate the source as a team. After a certain amount of time (I give ~2 minutes), have them raise their chosen flag. Ask a few groups to share their reasoning; then share what flag you would raise as well as your reasoning. Repeat for 2 more sources.

For more information, email toni_pilcher@byu.edu.