Scholarly and popular sources are a longstanding construct in library instruction. A quick Google search brings up an abundance of LibGuides and tutorials on the subject. However, we have found that teaching students to identify and classify information sources using a rigid binary categorization is problematic. In an effort to better understand the ways students conceptualize and evaluate sources, we stepped back to ask: what kind of reasoning do students apply when distinguishing between scholarly and popular sources?
In The Library With The Lead Pipe
college students, evaluation, information literacy, instruction, teaching
Jankowski, Amy; Alyssa Russo; and Lori Townsend. ""It was information based": Student Reasoning when Distinguishing Between Scholarly and Popular Sources." In The Library With The Lead Pipe (2018). doi:https://doi.org/10.25844/2sdf-1n04.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.