Giving Government Information the Green Light: Creating and Using the Stoplight Evaluation Guide in the Information Literacy Classroom
Abstract
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.
References
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, http://dx.doi.org/10.3102/0002831209333183.
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, http://dx.doi.org/10.3200/CTCH.55.4.151-156.
Jonathan Ostenson, “Reconsidering the Checklist in Teaching Internet Source Evaluation,” portal: Libraries and the Academy 14, no. 1 (2014): 33-50, http://dx.doi.org/10.1353/pla.2013.0045.
Candice Dahl, “Undergraduate Research in the Public Domain: The Evaluation of Non-Academic Sources Online,” Reference Services Review 37, no. 2 (2009): 155–63, http://dx.doi.org/10.1108/00907320910957198.
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, http://dx.doi.org/10.1353/pla.2008.0014.
David Rothenberg, “How the Web Destroys the Quality of Students’ Research Papers,” Chronicle of Higher Education, August 15, 1997.
DOI: https://doi.org/10.5860/dttp.v44i1.6060
Refbacks
- There are currently no refbacks.
Copyright (c) 2016 American Library Association
© 2023 GODORT