That's when the idea to do "Telephone Pictionary" or "Teletionary" or "Pictaphone" came to me. Though it's really well suited for explaining primary resources, this activity can also hammer home the importance of knowing where your information is coming from, just as a general concept. I typed 8 different sayings into a table in MS word and cut the pages in half lengthwise (below).
Then I cut squares out of folded in half cardstock (I used construction paper for my first semester with this game, but it just didn't hold up so I switched to cardstock) so that only 2 boxes would show.
Every student starts with the given prompt and then draws a picture. They cover up the prompt so that just their picture shows and pass it along to the next person in the line, who then writes a new caption based on their interpretation of the drawing. They cover up the picture so that only their caption shows and pass it along to the next person. This continues in a cycle until all boxes are filled. We then discuss how the messages and pictures changed over time (usually with lots of giggling as some of the changes can be pretty silly...), and then we tie it back in to research and web quality (outlined in the presentation below).
After we go through the web evaluation criteria I show the students how to use Google's advanced search tool, and then they're off to complete the web evaluation checklist (digitized using Google Forms--the link is on slide 18) for 2 websites related to their paper topics. Usually this activity works best with classes that are 80 minutes long (our Tues./Thurs. classes), but with a few modifications we have made this work in 50 minute classes.
I have had several professors compliment me on this activity and note how their students' web search skills improved noticeably after this lesson. I think the activity helps students remember that they really need to look more closely at the resources they are selecting.
What fun games do you use in your library instruction?