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