What is it about?
This article explores several semesters' worth of student reflections on a series of four information literacy labs. The resulting reflections were analyzed to find the major sentiments expressed by the students, with the hopes of discovering why despite the library labs, they resorted to Google for their final assignments. It was discovered that format confusion (everything looks the same online), the self-perception that students that they were already search-savvy, and the perception that Google is simply easier to use than the Library resources, led the researchers to alter the way they taught and explained the differences between Google and the Library.
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Why is it important?
This paper can help librarians and other instructors focus their lessons on the most critical misconceptions of students in order to help them understand the importance of critical resource analysis.
Perspectives
Information literacy is a lifelong endeavour; the skills need to be taught starting long before university (in elementary school) and continued practice and upgrading is needed. The buy-in from all instructors, rather than also just hearing these things from Librarians, is also critical to get students to take the messaging seriously.
Ms Nicole C Eva
University of Lethbridge
Read the Original
This page is a summary of: Information Literacy and Liberal Education, December 2019, Brill,
DOI: 10.1163/9789004419971_016.
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