Giving Government Information the Green Light: Creating and Using the Stoplight Evaluation Guide in the Information Literacy Classroom

Kathy Karn-Carmichael, Kari D. Weaver


Guiding students to use appropriate information for research can be a difficult task in the higher education classroom. As students enter the collegiate ranks, librarians and teaching faculty must work hard to move students away from their Google-centric search strategies and instead use databases of scholarly publications and other appropriate library resources.

Full Text:



Eszter Hargittai et al., “Trust Online: Young Adults’ Evaluation of Web Content,” International Journal of Communication 4 (2010): 468–94; Jennifer Wiley et al., “Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks,” American Educational Research Journal 46, no. 4 (2009): 1060–106,

Susanna Calkins and Matthew R. Kelley, “Evaluating Internet and Scholarly Sources Across the Disciplines: Two Case Studies,” College Teaching 55, no. 4 (2007): 151–56,

Jonathan Ostenson, “Reconsidering the Checklist in Teaching Internet Source Evaluation,” portal: Libraries and the Academy 14, no. 1 (2014): 33-50,

Candice Dahl, “Undergraduate Research in the Public Domain: The Evaluation of Non-Academic Sources Online,” Reference Services Review 37, no. 2 (2009): 155–63,

Amy Brunvand and Tatiana Pashkova-Balkenhol, “Undergraduate Use of Government Information: What Citations Tell us About Instruction Strategies,” portal: Libraries and the Academy 8, no. 2 (2008): 197–209,

David Rothenberg, “How the Web Destroys the Quality of Students’ Research Papers,” Chronicle of Higher Education, August 15, 1997.



  • There are currently no refbacks.

Copyright (c) 2016 American Library Association

© 2022 GODORT

ALA Privacy Policy