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    Evaluating Sources Part 2: Authority & Expertise

    June 11, 2025 / Leave a comment

    Learning Outcomes for this Module

    • LO1: Define important concepts such as: authority, peer review, bias, point of view, editorial process, purpose, audience, information privilege and more. 
    • LO2: Critically assess information sources in pursuit of various purposes.  
    • Ask thoughtful questions.  
    • LO4: Turn questions into strategies for retrieving a variety of information sources.
    • LO6: Reflect upon your own research process. 

    Tools

    What You’ll NeedWhat We Used
    Forum for discussion and reflection postsPadlet
    Platform to share an introduction to “Authority is Constructed & Contextual”Microsoft365/PowerPoint & YouTube

    How to Credit Us

    Except where otherwise noted, the lesson plans on this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. 

    To credit us for this module/lesson plan, cite the following: 

    Newman, J., Ward, S.K.L. (2025, June 11). Authority & expertise module. LIBR 100 OER. https://lib100oer.commons.gc.cuny.edu/2025/06/11/evaluating-sources-part-2-authority-expertise/

    Student looking at a book under a sign that has the word Criticism on it.

    Authority & Expertise

    Library. The Wistarion, p. 36, 1965, Archives & Special Collections, Hunter College Libraries, Hunter College of the City University of New York, New York City. https://flic.kr/p/rUdf9R

    Module Introduction

    In this module we continue to evaluate sources. This time, we’re discussing concepts of credibility, authority, and expertise, in an academic context and beyond. At the end of the module, you will evaluate an information source taking into account concepts from this module.

    This module consists of the following 4 parts:

    1. Slideshow presentation on authority and expertise
    2. Discussion post (Padlet): how authority is constructed (3 points)
    3. Brainstorming post (Padlet): Who is the expert or authority? (3 points)
    4. Discussion post (Padlet) Group evaluation of a source (4 points)

    1 – Slideshow Presentation on Authority & Expertise

    Watch and listen to this presentation. You can access it either on YouTube or PowerPoint online. The following discussion activity will refer back to these slides.

    2 – Discussion post (Padlet): How Authority is Constructed (3 points)

    In the slideshow presentation in this module we discussed the concept that “authority is constructed and contextual.” We’ve spent lots of time in this course discussing academic and news sources and how you might evaluate the credibility and authority of those sources and their authors. But the concept applies to other spaces as well. In this space, we ask you to reflect on how authority is constructed in a community that you belong to.

    Crate a Padlet post in response to ONE of the following prompts:

    1. What is something that you consider yourself to be an expert or authority on? Who decides that you are an expert? What criteria do you and others use to determine that a person is an expert or authority on this topic? How is your expertise acknowledged and valued by others?
    2. Think about a community that you belong to. This could be anything: an academic group, a sports team or gaming club, a faith community, a family unit, an online community dedicated to a specific topic, a fandom, a study group, a workplace, etc. Describe how this group constructs authority. In other words, what are the formal or informal processes or criteria the community uses to decide who within the group is an authority or holds specialized knowledge? 

    Link to Part 2 Padlet

    3 – Brainstorming post (Padlet): Who is the Expert or Authority? (3 points)

    When beginning research into a topic, it can be useful to think about who you consider to be an expert or authority or topic, and what aspects of the topic you think they are an authority on.

    In this discussion post, you will return to the group scenarios from a past module. Check the Assigned Groups page for a reminder about which group you’re in. 

    Your group scenario has been posted in the column for your group on the Part 3 Padlet below. Add a post in that column discussing who you think is an authority on the topic and on what aspect of the topic (see the last slide in the video/slideshow in Part 1 above for an example). Keep in mind that there could be many different experts or authorities.

    Link to Part 3 Padlet

    4 – Evaluating a source for authority and expertise (4 points)

    In this part of the module, you and your group mates will read and evaluate an information source on the topic of your group scenario.

    Your group scenario and a source on the scenario topic have been posted in the column for your group on the Part 4 Padlet below. Add a post in that column in which you evaluate that source for authority and expertise. Respond to one or more of the questions below with a substantive comment*

    • What can you learn about the author(s) and/or the organization or publisher of this information? How does the information you learned relate to their authority or expertise on this topic? Do you think there are limitations to their expertise or authority?
    • What can you learn about the authority or authorities cited or mentioned in the article? Do you consider them an authority or expert on the issue? Do you think there are limitations to their expertise or authority?
    • Did the source include information from authorities/experts that you didn’t expect or hadn’t listed in the brainstorm Padlet above (Part 3)?
    • Is the source missing the perspective of someone you consider an authority on the topic? Who else would you want to hear from? What would their perspective or expertise add to your understanding of the topic?

    *Substantive comments are comments that go beyond one sentence or a simple idea. They should connect with ideas and concepts we’ve covered in class and demonstrate your process and use of different strategies. You may also connect with and build off of classmates’ comments provided you are furthering the discussion and not simply reiterating someone else’s ideas. We expect that your comments will be thorough and specific.

    Link to Part 4 Padlet

    Information Privilege

    June 10, 2025 / Leave a comment

    Learning Outcomes for this Module

    • LO1: Define important concepts such as: authority, peer review, bias, point of view, editorial process, purpose, audience, information privilege and more.  
    • LO4: Turn questions into strategies for retrieving a variety of information sources.
    • LO6: Reflect upon your own research process. 

    Tools

    What You’ll NeedWhat We Used
    Forum for discussion (2)Padlet

    How to Credit Us

    Except where otherwise noted, the lesson plans on this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. 

    This lesson is adapted from: Young, J. (2018). Open access: Strategies and tools for life after college. CORA (Community of Online Research Assignments). https://www.projectcora.org/assignment/open-access-strategies-and-tools-life-after-college.

    To credit us for our version of the lesson, cite the following: 

    Newman, J., Ward, S.K.L. (2025, June 10). Information privilege module. LIBR 100 OER. https://lib100oer.commons.gc.cuny.edu/2025/06/10/information-privilege/

    Information Privilege

    Image from: https://www.flickr.com/photos/sylviaduckworth/50500299716

    Module Introduction

    In this module we will discuss information privilege and open access (OA) resources. This module consists of the following activities:

    1. Read article and comment on Padlet (4 points)
    2. View Information Privilege/Open Access Video
    3. Use & write up your experience with open access tools (6 points)

    Part 1: What is Information Privilege? (4 points)

    1. Read the Wikipedia entry on Information Privilege.
    2. Post on the Padlet below your response to the following 2 prompts:
      • Identify an area in your life where you DO have information privilege
      • Describe a time when you realized you did not have information privilege

    Link to Part 1 Padlet

    Part 2 – Information Privilege and Open Access

    Watch this video (approx. 8 minutes) on Information Privilege & Open Access. It is important to understanding the next part of the module..

    Here is an updated version of the journal price survey from 2023 from Library Journal. This video was made several years ago and prices have increased.

    Part 3 – Using Open Access Tools (6 points)

    So what are some open access (OA) tools you can use as alternatives to paid subscription databases? There are many choices, from repositories of OA journals and books, to browser extensions that can help you locate free copies of articles. Here are a few places to look for lots more information:

    • Our colleagues at the CUNY Graduate Center have this useful guide to OA resources that can get you started.
    • An ever-growing list of Tools for OA, part of the Open Access Directory
    • Another long list of disciplinary repositories, also part of the Open Access Directory. You can think of these as OA alternatives to our disciplinary databases (e.g. PsycINFO, Medline, AccessScience, etc.)

    After completing the other parts of this module, choose two different tools or resources you learned about and use them. There are 6 to choose from on the Padlet below, but feel free to add your own in the “Your Choice” section at the bottom. Here are some suggestions, but please come up with your own ideas as well:

    • Try to find an Open Access version of an article you are using for another class by using the OA button
    • Search for research articles for another research project using one of the subject repositories or the DOAJ
    • Use PubMed to look for research on the avian flu
    • Use ERIC to find research about online/remote classroom instruction
    • Choose any other tool or task that looks interesting to you – if you’re working on a project for another class this is a good opportunity to test out something new, but do not use a library database

    Please don’t feel limited to the above options – you can choose how you use these tools, just remember that they are not all the same.

    Link to Part 3 Padlet.

    Lesson adapted from: Young, Jessea. “Open Access: Strategies and Tools for Life after College .” CORA (Community of Online Research Assignments), 2018. https://www.projectcora.org/assignment/open-access-strategies-and-tools-life-after-college. 

    Understanding URLs

    June 9, 2025 / Leave a comment

    Learning Outcomes for this Module

    • LO1: Define important concepts such as: authority, peer review, bias, point of view, editorial process, purpose, audience, information privilege and more.  
    • LO2: Critically assess information sources in pursuit of various purposes.
    • LO4:Turn questions into strategies for retrieving a variety of information sources.
    • LO6: Reflect upon your own research process.

    Tools

    What You’ll NeedWhat We Used
    Forum for reflection postsPadlet
    A tool to create a self-quizMicrosoft Forms
    A place for students to submit/share their answers to the activityBlog posts on our WordPress-based course site

    How to Credit Us

    Except where otherwise noted, the lesson plans on this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. 

    To credit us for this module/lesson plan, cite the following: 

    Newman, J., Ward, S.K.L. (2025, June 09). Understanding URLs module. LIBR 100 OER. https://lib100oer.commons.gc.cuny.edu/2025/06/09/understanding-urls/

    Understanding URLs

    Module Introduction

    It is easy to lose sight of the context in which information is created, especially on the internet – we all get laser-focused on finding a specific source and lose sight of how and why that source was created. In this module, you will learn to “read” and decode your the URLs of your search results in order to better understand the sources your search is returning. 

    NOTE: decoding URLs doesn’t apply to results you find in a library database. This strategy is only for web search results.

    This module consists of the following activities: 

    1. Internet Domains resource – how to read URLs
    1. Decoding URLs quiz (4 points)
    1. Search activity (4 points) 
    1. Brief reflection (2 points)

    Internet Domains

    Read this resource from the University of Washington Libraries. Link to “Internet Domains” guide, with one correction (see below): https://guides.lib.uw.edu/research/evaluate/domains

    ***One qualification about .org websites: the above resources states that .orgs represent nonprofit organizations. THIS IS NOT NECESSARILY TRUE. According to the Wikipedia entry for .org (emphasis is my own):

    The domain name .org is a generic top-level domain (gTLD) of the Domain Name System (DNS) used on the Internet. The name is truncated from ‘organization’. It was one of the original domains established in 1985, and has been operated by the Public Interest Registry since 2003. The domain was originally “intended as the miscellaneous TLD for organizations that didn’t fit anywhere else.”[1] It is commonly used by non-profit organizations, open-source projects, and communities, but is an open domain that can be used by anyone. 

    You will need to understand this content before completing the rest of the activities in this module. This content applies only to Internet Domains and URLs, not to items found within research databases through the libraries.

    A few things to keep in mind:

    Reminder: decoding URLs doesn’t apply to results you find in a library database. This strategy is only for web search results.

    A DOI, or “Digital Object Identifier” is NOT a URL. You can read more about what they are here, but please remember that they are not URLs and cannot be read or decoded the way URLs can.

    A database (JSTOR, Web of Science, EBSCO, etc) is NOT a publication. A publication is the specific name of the journal, magazine, newspaper where something is published (e.g. Journal of Dance Education, The New York Times, etc).

    Decoding URLs Quiz 

    Complete the following quiz on Decoding URLs. Be sure to enter your name so you get credit for the quiz.

    *Note to instructors: we’ve included a link to the quiz template that you can duplicate using Microsoft Forms.

    Search Activity and Blog Post

    Choose two keywords or phrases and do a basic Google search with them.

    Select two of the items in your Google results, visit the links, and write a post including the following information (you will have two sets of answers, one for each URL):

    1. The words you entered into the search.
    2. The link you investigated.
    3. Answers to the following questions:
      • What is the domain suffix and what does it tell you about this source?
      • What is the domain name and what does it tell you about this source?
      • What is the title of the page you visited, and what does it tell you about this source?

    Remember that you are investigating the URL and what you can learn about the source. We don’t want to know what you learned about the topic of your research, rather we want to know what you learned about the individual sources/links you investigated.

    *Note to instructors: we had students post on our class website, but this could just as easily be a Padlet or other online post.

    Brief Reflection

    For this module you learned how to break down URLs that you find online. Write up a brief reflection about your experiences with these activities.

    For your post, identify the following:

    • One thing that you learned from this module that was new(ish) to you.
    • One thing you still have questions about

    Reading Strategies

    June 9, 2025 / Leave a comment

    Learning Outcomes for this Module

    • LO2: Critically assess information sources in pursuit of various purposes.  
    • LO3: Ask thoughtful questions.  
    • LO6: Reflect upon your own research process. 

    Tools

    What You’ll NeedWhat We Used
    Forum for discussionPadlet
    Tool for group annotation of an articleHypothesis

    How to Credit Us

    Except where otherwise noted, the lesson plans on this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. 

    To credit us for this module/lesson plan, cite the following: 

    Newman, J., Ward, S.K.L. (2025, June 9). Reading strategies module. LIBR 100 OER. https://lib100oer.commons.gc.cuny.edu/2025/06/09/reading-strategies/

    Student sleeping on couch in library with book covering their face.

    Reading Strategies

    Student sleeping in Hunter College Library, 1988. From The Wistarion, pp. 112-113, 1988, Archives & Special Collections, Hunter College Libraries, Hunter College of the City University of New York, New York City. https://www.flickr.com/photos/hunter_college_archives/24719642252/

    Module Introduction

    One step that is often overlooked in the research process is reading the sources you’ve found to successfully understand and extract the information you need. In your college career so far, you may have already encountered difficulties reading academic/scholarly sources. These sources are generally written for experts, so it can be overwhelming to try to understand them if you don’t have the relevant background or expertise. For several reasons, reading an academic article from beginning to end the first time through may not the best strategy. In this module, we will think about strategies for making sense of scholarly journal articles. We will also think about when and how other kinds of sources might help us to understand concepts that we are not experts on.

    This module consists of the following parts:

    1. Read “Anatomy of a Scholarly Article”
    2. Watch “How to Preview a Text”
    3. Read and take group notes on a scholarly article (asynchronous group work – 6 points)
    4. Read or Listen to a News Story
    5. Read Encyclopedia Entries Related to the Topic of the Study
    6. Write a reflective Padlet post (individual work – 4 points)

    Part 1 – Read “Anatomy of a Scholarly Article”

    Read the page “Anatomy of a Scholarly Article” from the Research Toolkit created for Hunter College by Wendy Hayden and Stephanie Margolin. (You do NOT need to do the activity at the bottom of the page)

    Note that not all scholarly articles will feature all–or any–of the elements listed in the Anatomy of a Scholarly Article. Those elements are most common in the sciences and the social sciences. Articles in the arts and humanities sometimes have an abstract (though often they don’t), and they rarely have labeled sections like “Introduction,” “Conclusion,” etc.

    Part 2 – Watch “How to Preview a Text”

    Watch the video “How to Preview a Text” (3.5 minutes) from Excelsior University’s Online Reading Lab.

    Part 3 – Take Notes Together on a Scholarly Article (6 points)

    In this activity you will practice reading a scholarly article and take notes on it (asynchronously) with a group.

    Please make sure you follow the instructions below in order to get full credit for this activity. You need to make at least 3 total comments (described below) on this article in order to get full credit.

    1. We do not want you to read the full article, but to employ some reading strategies from earlier in this module. Using some strategies you’ve read about, read/skim this article and make a minimum of 2 comments about any of the following (highlight the relevant section of text and leave your comment). IMPORTANT: Please note that if you want to comment on the same question that another student has already answered, then your comment must add something new to the conversation (not just repeat what the other person has written):
      • What section(s) of the article are the most important for your understanding of the content? Why?
      • What can you learn from the title of this article?
      • What can you learn from the list of authors of this article?
      • What did the authors set out to learn in this study? (What was their research question?)
      • What did the authors do to find an answer to their research question? In other words, how did they conduct this study?
      • What did the researchers learn by performing this study?
      • What did the authors learn about this topic from other researchers? In other words, what past ideas and research are they building on?
      • What keywords can you identify that are important to the understanding of this article? Why are they important?  
    2. In addition to the above 2 comments, identify and make at least 1 comment on something that you don’t understand about this article.

    Link to the article

    Link to “If I Fits I Sits: A Citizen Science Investigation into Illusory Contour Susceptibility in Domestic Cats (Felis Silvestris Catus)”

    Full APA citation for the article used in this activity

    Smith, G. E., Chouinard, P. A., & Byosiere, S.-E. (2021). If I fits I sits: A citizen science investigation into illusory contour susceptibility in domestic cats (Felis silvestris catus). Applied Animal Behaviour Science, 240, 105338. https://doi.org/10.1016/j.applanim.2021.105338.

    Part 4 – Read a News Story about the Same Study

    Read (or listen to) the following news story, which originally aired on the National Public Radio (NPR) show All Things Considered and has been transcribed into text. You are not required to annotate this article.

    Cats Take ‘If I Fits I Sits’ Seriously, Even If The Space Is Just An Illusion

    APA citation for this news story

    Cats take “if I fits I sits” seriously, even If the space Is just an illusion [Radio broadcast transcript]. (2021, May 10). In All Things Considered. National Public Radio, Inc. (NPR). https://www.npr.org/transcripts/994262792

    Part 5 – Read Two Encyclopedia Entries Related to the Topic of the Study

    1. Wikipedia entry on “Illusory Contours”
    2. Entry on “Visual Illusions” in the Encyclopedia of Neuroscience

    (You are not required to annotate these sources)

    APA citations for these encyclopedia entries

    Wenderoth, P. (2009). Visual illusions. In Binder, M.D., Hirokawa, N., Windhorst, U. (eds) Encyclopedia of Neuroscience. Springer, Berlin, Heidelberg. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1007/978-3-540-29678-2_6356

    Illusory counters. (2024, June 7). In Wikipedia. https://en.wikipedia.org/wiki/Illusory_contours

    Part 6 – Reflection on Reading Strategies

    Please CHOOSE ONE of the following prompts and respond to it in a post on the Padlet:

    1. Was your strategy for reading the news story different from your strategy for reading the scholarly article? Explain how and why.
    2. Wikipedia is a generalized encyclopedia while the Encyclopedia of Neuroscience is what we call a specialized encyclopedia. What differences do you notice between the two? Which one was more useful to you? Who do you think the other one would be useful to?’
    3. We asked you to identify things you didn’t understand in the scholarly article. Describe a strategy you would use to help yourself understand one or more of these points.
    4. How might the different source types you read in this module (scholarly journal article, news story, entry from Wikipedia, entry from a specialized encyclopedia) be useful in different ways as you attempt to learn more about the topic?

    Be sure to include your name on your post to get credit for your work.

    Link to Padlet

    Extra Resources (Optional)

    These resources are for those who would like to learn more about reading and note-taking strategies.

    Reading strategies

    Annotating texts

    Note-taking (in-class)

    Citation

    June 9, 2025 / Leave a comment

    Learning Outcomes for this Module

    • LO1: Define important concepts such as: authority, peer review, bias, point of view, editorial process, purpose, audience, information privilege and more.  
    • LO5: Cite information sources accurately and discuss why we cite. 

    Tools

    What You’ll NeedWhat We Used
    Forum for discussionPadlet
    A tool to create a self-quizMicrosoft Forms
    A place for students to submit/share their answers to the activityBlog posts on our WordPress-based course site

    How to Credit Us

    Except where otherwise noted, the lesson plans on this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. 

    To credit us for this module/lesson plan, cite the following: 

    Newman, J., Ward, S.K.L. (2025, June 9). Citation module. LIBR 100 OER. https://lib100oer.commons.gc.cuny.edu/2025/06/09/citation/

    Sketch of a figure on a stage speaking to a crowd, one of whom holds a sign reading "citation needed"

    Citation

    Xkcd. “Wikipedian Protester.” xkcd webcomic

    Module Introduction

    This module covers citation: what it is, why we do it, and how to check citations for completeness and correctness. We will be working with 2 of the most common citation styles, APA (American Psychological Association) style and MLA (Modern Language Association) style. 

    There are several other citation styles, like Chicago, AMA, and ASA, and we can’t cover them all in this course. In this module, you will practice reading MLA and APA citations and consulting citation style guides to check for errors in citations. These are skills that will be useful no matter what citation style you need to use in the future.

    Please note: a link on its own is NOT a citation. Links go bad all the time; a citation gives you all the information you need to find a source, even if the link is broken.

    This module consists of:

    1. Two brief videos
    2. Discussion question on Padlet (1 point)
    3. APA & MLA citation guides
    4. Citation quiz (6 points)
    5. Find and correct a citation blog post (2 points)
    6. “One thing I learned” Padlet post (1 point)

    Part 1: Two Brief Videos

    Please watch the following 1-2 minute videos. The first, from Clemson University Libraries, discusses the concept of the “scholarly conversation.” The second, from North Carolina State University Libraries, discusses why we cite.

    “Joining the (Scholarly) Conversation” video

    “Citation: A (Very) Brief Introduction” video

    Part 2: Discussion Questions (1 point)

    Below is a list of reasons we cite our sources. Create a Padlet post telling us which of these reason(s) you think is/are the most important and why.

    • To help your reader find the sources you mention
    • To place your work in the context of a larger conversation
    • To give credit to others for their work and ideas
    • To raise awareness of sources you think are interesting or important
    • To avoid plagiarism
    • To bolster the credibility of your own arguments
    • To help your reader verify information or claims in your work
    • To leave a trail for other researchers
    • Another reason?

    As always, be sure to include your name so we can give you credit.

    Link to Part 2 Padlet

    Part 3: Review sample APA and MLA format citations

    Video

    Watch the following video from Santiago Canyon College which breaks down how to format a citation for a journal article according to MLA style. [This video refers to the older 8th edition of MLA, but the rules in the current edition (9th) are the same for journal article citations.]

    Next, review the following citation examples from Purdue University’s Online Writing Lab, also known as Purdue OWL. Take note of what pieces of information are required in citations for different source types. You don’t need to memorize all this: you will refer back to these pages as you work on the citation quiz in this module. The Purdue OWL site is a great place to find general writing resources and guides to research and citation.

    MLA format, 9th edition (full MLA citation guide)

    • Articles in periodicals (“Periodicals” means anything published at regular intervals. Examples of periodicals are newspapers, magazines, and scholarly journals.)
    • Books (scroll down to “A Work in an Anthology, Reference, or Collection” to see how to cite a chapter from a book)
    • Electronic sources, including websites, images, emails, YouTube videos, articles from periodicals that you access through online databases, etc.

    APA format, 7th edition (full APA guide)

    • Articles in periodicals (“Periodicals” means anything published at regular intervals. Examples of periodicals are newspapers, magazines, and scholarly journals.)
    • Books (scroll down to “Article or Chapter in an Edited Book” to see how to cite a chapter from a book)
    • Electronic sources, including web pages, online journal articles, data sets, etc.

    Notice that the general difference between citing a print source and an electronic source is that when citing an electronic source you include information about where you accessed it, including

    • either a URL (check the database for a “permalink” or “stable URL”) or a DOI (Digital Object Identifier) for the source. APA style prefers a DOI over a URL when available
    • the name of the database or website where you accessed the source, if applicable (This is required in MLA style only. The database used is not included in an APA style citation)

    In MLA format, you are not required to list the date you accessed the online source, unless the source has no publication date or you think the source was changed or removed since the date you accessed it. Similarly, in APA format you are only required to include a date of access for sources that may change over time, like a website or a wiki, but not for an ebook or journal article, because those generally do not change once published.

    Part 4: Citation Quiz (6 points)

    This quiz consists of 20 multiple choice and short answer questions. 

    You will be asked to identify source types, to identify various components of APA and MLA citations, and to identify errors in APA and MLA citations.

    The learning objectives of this exercise are as follows:

    • read and understand APA and MLA citations
    • compare citations to APA and MLA style guidelines, checking for completeness and correctness

    Refer back to the resources in Module 2.3 if you need help.

    Once you have answered all the questions, you may click “view results” to see the correct responses to the multiple-choice questions. 

    You will earn 6 points for completing this quiz.

    Link to citation quiz

    Part 5: Find and correct a citation (2 points)

    Using OneSearch, the main search box on the Hunter College Libraries website, search for any topic you want. Choose one source from your set of search results and use the “citation” tool in OneSearch to generate a citation in either APA or MLA format. You may choose any type of source (book, news article, journal article, etc.)

    Create a blog post on our site that includes the following:

    1. Which style you chose: APA or MLA
    2. What type of source you chose
    3. Copy/paste the OneSearch-generated citation without making any changes
    4. Identify what is wrong with or missing from the citation (if anything)
    5. Your corrected version of the citation

    Part 6 “One Thing I Learned” Padlet Post (1 point)

    Create a brief post describing one thing you learned in this module about citation, and one thing that you still have questions about.

    Link to Part 6 Padlet