Authority is Constructed and Contextual

Learning Outcomes 

1.Students should be able to define different types of authority such as subject  expertise (Scholarship), society position (public office or title), or special  experience (participating in an historic event)

2.Use markers of authority to determine the credibility of sources

3.Recognize that authoritative content may be packaged formally or  informally and may include audio, visual an non-print sources

Materials Needed

1. Computers with Internet connectivity

2. Credibility evaluation checklist 

3. Pen and Paper  

Activities 

1.  The students will be divided into groups of three. The students will get a variety of examples that will contain the different types of authority. The students will get a YouTube video,observe students engaging with each other in a forum , journal article, newspaper articles, that will contain information of the different types of authority.  The students will then have to identify what types of authority it is based on the examples given and justify their answer.

2. Students will draw up a few questions and conduct an interview with a LIS Lecturer to find out how to determine the credibility of sources.

3.The students will get a list of content which will be from a journal article, e-books, video, blogging page, Facebook page. Once they have the information, they will use the guidelines of the Credibility evaluation page which will help the students identify what content is  authoritative and accurate to use.

Knowledge Practices.

Activity 1 ,allows the students to determine the different types of authority. 

Activity 2, students will interview a LIS Lecturer which will explain to them how to  determine the credibility of sources.

Activity 3, will help students to recognize that authoritative content may be packaged formally or  informally and may include audio, visual an non-print sources.

Lesson Plan 2: Research as Inquiry

Research as inquiry is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field. Experts see inquiry as a process that focuses on problems or questions in a discipline or between disciplines that are open or unresolved.standards framework

There is always a process to finding information and we always asking more questions on that particular topic instead of answering the question.  Below is the process of Inquiry and research. 

So for today, we will design a lesson plan for research as inquiry. 

The topic for today is Information behavior of undergraduate students at UCT.

Learning Outcomes. 

1. Students will be able to seek appropriate help in obtaining information. 

2. Students will be able to organize information in meaningful ways.

3. Students will follow ethical procedure and legal guidelines in gathering and using  the information that they found. 

Activities.

1.Students will need to utilize academic online resources and printed materials, which will allow them to seek help from librarians.  They will have to use the library catalogue in order to find the information they require.  The students will have to use academic databases such as A-Z Databases, Google Scholar and Journal Articles. The students will also have to use printed materials within the library or seek printed materials from other institutions using Inter library loans. This way students will be able to know where to obtain help and have the confidence to seek it in future to get information.

2. Students will have to do a literature review on information behvaiour of undergraduate students and present it on Prezi. The students will get a month to conduct their literature review, with an additional week to do their layout for the presentation. This will allow the students to bring information together as well as finding new information to draw a conclusion.

3. Students will have to get ethical clearance by the committee in order to conduct their research.  The students will also draw up a consent form in which will inform patrons of their research being done. 

Knowledge Practices

In terms of Activity 2, after the students have gathered their information, the students will organize the information, make meaningful observations and ways in which they will be able to bring information together. 

Dispositions 

In terms of Activity 1,students will have to use the library resources, which will allow them to seek help from librarians. This way students will be able to know where to obtain help and have the confidence to seek it in future to get information.

In terms of Activity 3, students will follow ethical and legal guidelines when gathering and using information. They will know how to conduct proper research in the future. 

Lesson Plan

 
Topic: How to prevent the spread of HIV amongst High School learners.

Leaning Outcomes
1. High school learners should be able to identify the contributions made by others of HIV, which will allow them to have disciplinary knowledge. 

2.  High school learners will be able to contribute to scholarly conversation by engaging with each other in their disciplinary topic.

3. Students will recognize that they are not consumers of knowledge but producers thereof.  

Activities. 
1. Students will conduct research using books and online resources to obtain information about HIV.

2.  Students will conduct a presentation of what they found on HIV; which will include how HIV is spread and how it can be prevented.

3. Students will create social media platforms such as blogging, Facebook and Twitter containing information about their topic, which will allow them to inform others of HIV. 

Knowledge practices

In terms of Activity 1; students will be able to identify the contribution that particular articles, books, and other scholarly pieces make to disciplinary knowledge;

In terms of Activity 2; Students will be able to contribute to scholarly conversation at an appropriate level when learning from each other about what research they found and sharing it with others.

Dispositions 

In terms of Activity 3; Students will be able to see themselves as contributors to scholarship rather than only consumers of it; they will provide others with more information about HIV. The high school learners could formulate an awareness programme.  

                                                           Scholarly Conversation