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Introducing Students to Information Literacy


Please note the information contained in this guide is meant to help supplement a class, assignment, or curriculum. Please use the embed links or copy and paste the information into your course guide or site.

An information source's context--where it came from, its audience, format, and how it is used--help determine its authority and appropriateness.

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Learning goals

  • Students recognize that credibility may vary by context and information need.
  • Students understand the importance of critically assessing a source's credibility.
  • Students are able to identify how a credible source could be used for a particular need.

Evaluating Websites

How do you know if a source that you find is research paper quality? Try putting it through The CRAAP Method of Evaluating Information, a series of questions developed by librarians at California State University-Chico. Click here to find the complete CRAAP Test pdf - just one page!

The acronym CRAAP stands for:

Currency: The timeliness of information.

Relevance: The importance of information for your needs.

Authority: The source of the information.

Accuracy: The reliability, truthfulness, and correctness of the information content.

Purpose: The reason the information exists.

Suggested assignments

1. Ask students to find several scholarly sources on the same topic that take very different stands. How was it that the authors came to different conclusions? Does it have to do with authority?

2. Have students look at a blog, a video on YouTube, a collection of tweets, or some other type of social media regarding a contemporary event (e.g. demonstrations at Tahrir Square during the "Arab Spring" events). Ask them to describe how they would analyze and evaluate the authority of the author(s) of the information. Are there ways to determine whether the individual was an actual witness or participant in the events? Are there ways to identify whether the individual or group that developed a collection of information has a particular political bias? Can they determine whether the author(s) has a particular status within the group s/he represents or is the individual reporting as an "average citizen"?

3. Assign students a scholar/researcher in the field. Ask students to explore that person’s career and ideas by locating biographical information, preparing a bibliography of the scholar’s writings, analyzing the reaction of the scholarly community to the researcher’s work, and examining the scholarly network in which the scholar works.

(From D. Leonard Corgan Library, King's College. "Term Paper Alternatives: Ideas for Information Based Assignments")

4. Identify significant people in a discipline. Consult a variety of biographical resources and subject encyclopedias to gain a broader appreciation for the context in which important accomplishments were achieved.



Assessment questions

When assessing the credibility of a source what are important factors to think about? Choose all that apply:

  • Who is the author?
  • What is the author's purpose?
  • What are you using the information for?
  • When was this written?

Which of the following sources might have credible information?

  • A scholarly article
  • A page from the CIS's World Factbook website
  • A blog post from a leading scholar in your field
  • All of the above

You need a reliable source for a blog you are writing about saving the habitat of your favorite animal, the snow leopard. Which of the following sources would be most credible?

  • A Wikipedia article on snow leopards
  • A tweet from your mom

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