Inform Your Thinking is a video series intended to help undergraduates think about information in new ways. Academic research demands a shift in how you search for, access, use, create, and share information. This change not only requires you to gain new skills, but also new dispositions and ways of thinking that may be radically different than what you've experienced before. Each of these videos provides a quick introduction to a concept and asks students to reflect on how this concept would affect their research efforts and daily lives.

Each module is linked on the left menu and can be used individually or as a group. Instructors who wish to modify questions for specific courses or audiences can contact Matt Upson at matthew.upson@okstate.edu for collaborative assistance.

The initial series of six videos is based on the ACRL Framework for Information Literacy for Higher Education and was created as a collaboration between OSU Library Research and Learning Services Division, OSU Library Communication Services, and the OSU Henry Bellmon Office of Scholar Development and Undergraduate Research.

Inform Your Thinking videos and corresponding reflective questions are licensed under a Creative Commons 4.0 Attribution-Non Commercial license .

This resource was selected for the former Peer-Reviewed Instructional Materials Online (PRIMO) database in 2017 by the ACRL Instruction Section’s Featured Online Learning Objects (FOLO) Committee

Objectives for Inform Your Thinking

We hope to:

• Contribute to bridging the gap between high school and college student research practices
• Expand student understanding of information and its role in academic research
• Assist the Freshman Research Scholars program (and undergraduate research in general) in determining students’ research interests and pairing with associated faculty mentors
• Provide another avenue for students and faculty mentors to connect in order to build relationships and understanding
• Engage students in metacognitive exercises regarding their own research practices, assumptions, and faculty expectations