Open Access. Powered by Scholars. Published by Universities.®
![Digital Commons Network](http://assets.bepress.com/20200205/img/dcn/DCsunburst.png)
Scholarship of Teaching and Learning Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Scholarship of Teaching and Learning
A New Approach To Evaluating Information: A Reflection On Radar, Kevin Tanner, Kim Mcphee
A New Approach To Evaluating Information: A Reflection On Radar, Kevin Tanner, Kim Mcphee
Western Libraries Presentations
For instruction librarians, teaching information literacy (IL) skills is often an important aspect of any lesson plan. One area of IL includes the critical evaluation of sources, an essential skill that students need to succeed as aspiring scholars and researchers. This ability to differentiate “good” from “bad” information is beneficial to students beyond their academic careers, and will help them navigate the “sea of information” for the rest of their lives. Typically, such evaluation skills are taught through applying the CRAAP test: Currency, Relevance, Authority, Accuracy, and Purpose. While humorous and memorable, the name of this test devalues the usefulness …
Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller
Breathing Life Into Information Literacy Skills: Results Of A Faculty-Librarian Collaboration, Divonna M. Stebick, Janelle L. Wertzberger, Margaret E. Flora, Joseph W. Miller
Janelle Wertzberger
When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. In this study, we reflect on our collaborative experience introducing information literacy as the foundation for undergraduate teacher education research. We examine the outcomes of this collaboration, focusing on the assessment of the process. Using a mixed methods approach, we found that direct instruction supporting effective research strategies positively impacted student projects. Our data also suggest that undergraduate students benefit from not only sound research strategies, …