University Libraries & Learning Sciences Faculty and Staff Publications

Document Type

Article

Publication Date

5-16-2018

Abstract

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?

Publication Title

In The Library With The Lead Pipe

ISSN

1944-6195

DOI

https://doi.org/10.25844/2sdf-1n04

Language (ISO)

English

Keywords

college students, evaluation, information literacy, instruction, teaching

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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