Setting the stage for student learning about library and research processes:
- Assume that students don’t know how to conduct research. Students may tell you they know how to use the library because they use the internet daily. However, our experience shows that surfing the web does not readily transfer to conducting intentional research.
- Help students realize that the research process is time-consuming and complicated, with many critical decisions made along the way, including choosing the most appropriate tools for the task-at-hand.
- Help students understand the relationship between critical thinking skills and the research process. Demonstrate how finding and using the best information is important to their success in college, in their professional careers and personal lives. Information literacy empowers.
- Most students have never experienced the number of information choices they find in a university library. Help students understand the difference between popular and scholarly resources. Scholarly journal articles can look just like ordinary websites these days. Help students understand the different purposes of books and articles, newspapers and political speeches...
- It is unrealistic to “cover the library” in one class session. Consider multiple and focused short sessions at strategic points throughout the semester.
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