Notes:
-Best way to find sources- is the source credible? How to verify digital sources
-Marketing skills for the job market in information literacy
-Teaching skills to students: biggest issue- authority is contextual when it comes to sources
-Sources validity depends on the project
-“Authority for sources exists on a spectrum”
-In the classroom- evaluating authority in sources activity — evaluate biases
-Facebook and blogposts can be useful if used in the correct way
-Making research “student central”
-Credibility is variable depending on topic
-Papers and learning how to acquire sources has become less central to learning in college classrooms
-Continuing the process and information literacy through-out entire collegiate careers and as resources throughout professional lifetime
-How can we implement information literacy as an every-day tool?
-Expanding information literacy beyond just English courses
-Gap in conversation between disciplines
-Not just humanities students need these skills— not accepting what is put in front of you, establishing critical thinking skills
-Creating stronger library presences on campuses
-Should we require scopes and methods classes?
-Start information literacy classes younger
-Changing the attitude of educational institutions on the importance of information literacy embedded in course curriculum
-Connection between digital and information literacy: should they be taught as different or the same field of study?
Helpful tools for research:
-Voyant Tools voyant-tools.org
-J-STOR Text Analyzer www.jstor.org/analyze/
-Each library has different digital database which makes teaching different depending on institution
-Strong database presence to counter Google- databases algorithms are not like Google which is hard to teach and be affordable for most libraries and campuses
