Education Faculty: Collaborative Learning Session

Session Objectives

  • Introduce tools and techniques that utilize technology-enabled active learning.
  • Use the ACCORD evaluation tool to evaluate resources in view of an assignment.

Session Description

Participants receive an evaluating sources handout (ACCORD: Information Evaluation) which is reviewed to introduce the topic.  They work on a sample assignment using a variety of potential sources.  In groups of 2-4, they evaluate the sources using the ACCORD rubric.  Each group reports their findings to the class, providing a brief description of each resource and how it fits with their assignment requirements.

Using the ACCORD Rubric

You’re writing a paper for a class.  You need sources.   How do you know which ones are the best?  In evaluating a source, you should keep in mind the context in which you will use it. Most sources are not inherently good or bad, but some are more appropriate than others in a given context. 

The Library's Guide on Evaluating Resources  explains the ACCORD rubric, developed by Ithaca College Librarians, that we will use in this session.

Briefly ACCORD means:

Agenda - Why was this information made available?
Credentials - Is the author of the source credible?
Citations - Does the author cite sources?
Oversight - Has the information been reviewed or refereed? 
Relevance - Does the source fit your needs?
Date - When was the information published/updated?

The Assignment

You’re are working on a research paper that examines the pros and cons of using educational video games with children. The paper should cite at least five scholarly, peer-reviewed sources and can include books, articles, and other online sources.  Review the potential sources listed below using the ACCORD method.


1.  Educational video game( n.d.) In Wikipedia. Retrieved March 20, 2017, Retrieved from

2.  Kovess-Masfety, V., Keyes, K., Hamilton, A., Hanson, G., Bitfoi, A., Golitz, D., … Pez, O. (2016). Is time spent playing video games associated with mental health, cognitive and social skills in young children? Social Psychiatry and Psychiatric Epidemiology, 51(3), 349–357.

3. Prensky, M. (2006).  "Don't bother me Mom, I'm learning!" : how computer and video games are preparing your kids for twenty-first century success and how you can help! ,  St. Paul, MN: Paragon house.

4. Katayama, D (2014, Aug. 3).  "In Louisville, Ky., Minecraft Teaches Math." In G. Dixon (Producer), All Things Considered, Washington, DC: National Public Radio. Retrieved from

5.  Janssen, A., Shaw, T., & Goodyear, P. (2015). Using Video Games to Enhance Motivation States in Online Education: Protocol for a Team-Based Digital Game. JMIR Research Protocols, 4(3), e114.

6. Rehm, D. (2015, June 23). "How Digital Games Can Help Kids Learn."  Podcast

7. Toppo, G. (2015).  The game believes in you : how digital play can make our kids smarter New York, NY: Macmillan.

8. Hirumi, A. (Ed.). (2010). 
 Playing Games in School Video Games and Simulations for Primary and Secondary Grades  International Society for Technology in Education.

9. Imagine Learning (2016, August 1). Don't have time to evaluate educational games? Just do it. [Twitter Moment]. Retreived from

10. Taylor, R. (2012, September 25). Can video games help your kids?  [Web Log]. Retrieved from

Contact Us

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College Librarian
(607) 274-3182
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Health Sciences Librarian
(607) 274-1197

Library Skills - First Year Students

Student Learning Outcomes Appropriate for First-Year Students (2016)

Students who have had library instruction in the following areas are able to: 

Search Strategies (S)  
S1  identify and combine keywords for a research topic
S2  construct a search strategy to find an appropriate book, e-book, dvd, score, etc. on a given topic within the library catalog (learning keyword searching, limiting, truncation, subject links, and retrieval)
S3  construct a search strategy to find appropriate articles on a given topic using library databases (learning keyword searching, limiting, truncation, subject links, and retrieval)
S4   distinguish between the catalog, databases and Google/Web, and select theirresource appropriately identify the best databases relevant to a topic

Research Question/Statement (Q)  
Q1  develop a useable and adaptable research statement or question

Evaluating Resources (E)  
E1   identify characteristics of and distinguish between magazines, blogs, newspapers, books, scholarly articles, encyclopedias, websites, etc.
E2  evaluate resources in order to identify those most appropriate for their information need
Citing Resources (C) 
C1  define plagiarism
C2  understand how plagiarism can be avoided by properly citing the work of others
C3  access citation guides and tools available via Library resources
C4  correctly and appropriately cite the work of others
C5  read and interpret a citation, and locate the resource based on that citation
Research Process (P) 
P1   summarize the research process

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