Location

Portland State University, Portland, Oregon

Start Date

25-7-2014 10:45 AM

End Date

25-7-2014 11:45 AM

Subjects

Information literacy -- Study and teaching -- Congresses, Library instruction

Description

What has the growth in web-scale discovery services meant for information literacy instruction? And what kind of threshold concepts do students need to grasp before they can use these tools effectively? This presentation addresses the concept of “format as process,” which emphasizes that evaluating information should focus on how it was produced, rather than how it is accessed. As students navigate discovery tools which combine a wide variety of source types into a single results list, their understanding of this concept is vital to evaluating resources and selecting those which are the most relevant. Learn about how “format as process” can be applied to library instruction sessions though classroom examples, as well as review assessments that help sustain and grow information literacy instruction in a shifting research environment.

Notes

The article associated with this presentation can be accessed at http://archives.pdx.edu/ds/psu/14514.

Persistent Identifier

http://archives.pdx.edu/ds/psu/14493

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Jul 25th, 10:45 AM Jul 25th, 11:45 AM

How It Got Here: Teaching 'Format as Process' in an Era of Web-Scale Discovery

Portland State University, Portland, Oregon

What has the growth in web-scale discovery services meant for information literacy instruction? And what kind of threshold concepts do students need to grasp before they can use these tools effectively? This presentation addresses the concept of “format as process,” which emphasizes that evaluating information should focus on how it was produced, rather than how it is accessed. As students navigate discovery tools which combine a wide variety of source types into a single results list, their understanding of this concept is vital to evaluating resources and selecting those which are the most relevant. Learn about how “format as process” can be applied to library instruction sessions though classroom examples, as well as review assessments that help sustain and grow information literacy instruction in a shifting research environment.