Incorporating Information Literacy into Climate Change Teaching
This activity was selected for the On the Cutting Edge Exemplary Teaching Collection
Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as “Exemplary” in at least three of the five categories. The five categories included in the peer review process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Oct 24, 2006
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
Topic 1: Organization of Literature
Topic 2: The Research & Publication Process
Topic 3: Using the Right Tools (online databases etc.)
Topic 4: The Search Process
Topic 5: Journals Related to Climate Change
Topic 6: Finding Other Information (data sets, images, etc.)
Topic 7: Use and Misuse of the Web
Topic 8: Evaluating Information
Topic 9: How to Read a Scientific Paper
Topic 10: Reporting Information
Higher order thinking skills goals for this activity
Other skills goals for this activity
Description of the activity/assignment
The ultimate goal is for students to prepare a paper and present it to their colleagues as though they were giving it at typical professional meeting such as American Geophysical Union, Geological Society of America, or American Quaternary Association. However, the technical level of the talk should be at a level that the class will understand and enjoy.
The topic should demonstrate scientific method rather than being merely descriptive or primarily applied science/technology. Students should use current literature. The presentation will be more interesting if the subject is somewhat controversial. The final product should demonstrate that the student understands and has gained the skills presented in all 10 topics.
Determining whether students have met the goals
Download teaching materials and tips
- The complete module is on the web: http://www.library.illinois.edu/gex/classes/climatechangeinformation.html
I prefer to keep the entire module at a web site where it can easily be updated and modified.