Please consider submitting a chapter proposal to the forthcoming book The Critical Thinking About Sources Cookbook (to be published with ACRL Publications in 2019). Below is a more detailed description of the topic. Proposals are due July 16th. The call is also available at https://bit.ly/2JNtqNY. And please pardon any cross-posting!
Thank you for considering a contribution!
CALL FOR “RECIPES” (CHAPTER PROPOSALS)
The Critical Thinking About Sources Cookbook is seeking recipes!
We’re looking for lesson plans or projects that support early college students in developing their critical thinking skills, with a particular focus on critical thinking about sources (ACRL Publications). We are seeking informative and approachable plans that librarians can implement to support undergraduate students in developing vital critical thinking skills that can help them succeed in college and beyond. Ensuring that students can not only identify different types of sources, but can also delve more deeply into how and why different types of sources are produced, can be a way to empower students with the skills they need to find, evaluate, and use information for a variety of purposes, in college and beyond.
Recipes will include the following:
Recipes will follow the Cookbook format. Your 600-800-word submission must describe a successful lesson plan or activity that supports undergraduate students in developing skills to help them think critically about sources. Please also include:
- Recipe name (a.k.a. your “chapter” title)
- Your name, university or other affiliation
- Your email address, if you would like it included with your recipe (optional)
- Potential cookbook category, section, and part (see below)
Submission information and due dates:
Email your draft recipes to email@example.com by July 16, 2018
Notifications will be sent out in August 2018
Final recipes will be due on October 5, 2018
Section I: Consuming Information
Recipes here will concentrate on identifying and evaluating different types of information with a focus on popular vs. scholarly sources, evaluating information, and recognizing and dealing with misinformation.
Part I: Scholarly Sources
- Identifying scholarly sources
- Peer review
- Searching for scholarly sources
- Understanding the scholarly publishing process
Part II: Popular Sources
- Identifying popular sources
- Understanding how different popular sources are published
- Distinguishing between popular and scholarly sources
Part III: Evaluating Sources
- Revamping the CRAAP test
- Tools, resources, and activities to help students evaluate sources
- Games for evaluating sources
- Detecting and understanding bias
Part IV: Misinformation
- Fact checking activities
- Understanding what misinformation is and what forms it can take
- Recognizing misinformation
- Strategies for reading and consuming information online
Section II: Producing and Distributing Information
Recipes here will concentrate on helping students better understand how and why different types of sources are produced and how they can produce and use information. Recipes will focus on technology and tools, production and distribution techniques, and 21st century information ecosystems.
Part I: Means of Production
- Synthesizing sources
- Remixing sources
- Producing content for specific audiences
Part II: Technology and Tools
- Evaluating infographics
- Creating infographics
- Working with data
- Working with social media tools
Part III: Information Distribution
- Mapping activities to explore how different types of information are presented and interpreted in different forms of media
- Visualizing information
- Exploring algorithms
Part IV: 21st Century Information Ecosystems
- Exploring funding models for different types of information and information outlets
- Exploring advertising
- Exploring the role of social media
Email firstname.lastname@example.org with any questions. Please refer to The Library Instruction Cookbook (ACRL 2009), The Embedded Librarians Cookbook (ACRL 2014), and The First Year Experience Library Cookbook (ACRL 2017) for examples of format and tone. We are willing to be flexible with wording, style, and topics. Creativity encouraged! We look forward to your proposals!
Sarah Morris, Learning and Assessment Librarian, University of Texas at Austin