Checking Academic Sources

Overview

Students learn how to use the details in an academic article reference to find the full article, then assess whether it is a useful source for an inquiry question. They apply the process to their first annotation in Google Classroom under “Assessment AS91105 Use Literacy Skills”, building on the information-literacy skills needed to investigate a topic and form developed conclusions.

Learning intentions

• WALT use the details in a reference to locate an academic article.
• WALT identify the main idea and evidence in a source.
• WALT assess a source for reliability, usefulness and accuracy.
• WALT record a clear annotation connected to an inquiry question.

Success criteria

• I can identify the author, title, publication, date and type of a source.
• I can use a reference to search for the correct article.
• I can explain whether the source is reliable, useful and accurate.
• I can write an annotation that includes evidence and a connection to my topic question.

Curriculum links

• AS91105 Use Literacy Skills to form developed conclusion(s): selecting, using and evaluating information from a range of sources.
• English Learning Area, Level 6: selecting and processing information, making connections, and communicating ideas clearly for a purpose.
• AS91925 Demonstrate understanding of specific aspects of studied text: supporting ideas with relevant examples from a text.
• Key competencies: thinking; managing self; participating and contributing; using language, symbols and texts.

Lesson structure (50 minutes)

1. 0–5 min · Hook and purpose. Teacher opens with the source detective hook and displays two short source references, asking, “Which one would you trust to support an important idea, and why?” Students make a quick individual choice, then share one reason with a partner.

2. 5–13 min · Teach the reference. Teacher uses the reference-reading slides to model how to spot the author, article title, journal or publication, date, volume or issue, page numbers, and database details. Students label the same information on the article source-check worksheet and ask questions about unfamiliar terms.

3. 13–20 min · Model a search. Teacher demonstrates, using a school-approved library database or Google Scholar, how to copy distinctive words from a reference, place the article title in quotation marks, check the author and date, and avoid selecting a similar but incorrect result. Students follow the steps on their worksheet and identify the details they would use first in a search.

4. 20–30 min · Paired source investigation. Teacher gives each pair a sample academic reference and topic question, then directs them to use a device to locate the article or its abstract. Students work in pairs: one searches while the other checks the reference details, then they swap roles. Each pair records the article’s main idea and one detail that could answer the topic question.

5. 30–39 min · Evaluate the source. Teacher introduces the three checks on the reliability-usefulness-accuracy slides: reliability asks who produced the information and why they may be trusted; usefulness asks whether it helps answer this particular question; accuracy asks whether the evidence is clear, current and consistent with other information. Students complete the evaluation section of the article source-check worksheet and compare their decisions with another pair.

6. 39–47 min · First Google Classroom annotation. Teacher opens Google Classroom and shows the required location, “Assessment AS91105 Use Literacy Skills”, then models an annotation using the sequence: identify the source, summarise the key idea, connect it to the inquiry question, and judge its reliability, usefulness and accuracy. Students open the assignment and write their first annotation, using their notes and the annotation writing slides as a guide. Students should write in their own words and include a short quotation or specific detail only when it is relevant.

7. 47–50 min · Review and exit check. Teacher asks students to reread their annotation against the success criteria and displays the final prompt on the annotation checklist and plenary slide. Students submit or save their work as directed, then complete a brief verbal or written response: “The strongest reason this source is/is not useful is…”

Resources

• the source detective hook, reference-reading, evaluation, annotation writing and plenary slides
• the article source-check worksheet
• One device per student or pair
• Google Classroom assignment: “Assessment AS91105 Use Literacy Skills”
• School library database or Google Scholar access
• Two teacher-selected academic article references
• Two age-appropriate inquiry questions linked to studied texts or class topics

Assessment

• During modelling, check that students can distinguish an article title from a journal or publication title and can identify the author and date.
• During pair work, question students: “How do you know this is the correct article?” and “What makes this source useful for your question?”
• Review the first Google Classroom annotation for a source summary, a relevant detail, a connection to the inquiry question, and a judgement about reliability, usefulness and accuracy.

Differentiation

• Provide a differentiated worksheet with key reference parts already colour-coded for students who need more support; offer a blank version for students ready to work independently.
• Give sentence starters: “This article is written by…”, “The main idea is…”, “This is useful because…”, and “I consider this source reliable because…”
• For dyslexic students, use a clear sans-serif font, generous spacing, short instructions and the option to type rather than handwrite. Read instructions aloud and provide a written version.
• For students with audio processing needs, give thinking time, display every instruction, repeat key points and check understanding privately. For ADHD, use the roles “searcher” and “checker”, chunk the task, and provide visible time reminders.