Questioning CRAAP

Librarians and instructors see college students struggle with evaluating information and wonder how to best teach source evaluation in a one-time course integrated library research session to ensure understanding and improve student performance. This research compared multiple sections of first-yea...

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Autores principales:	M. Sara Lowe, Katharine V. Macy, Emily Murphy, Justin Kani
Formato:	article
Lenguaje:	EN
Publicado:	Indiana University Office of Scholarly Publishing 2021
Materias:	source evaluation CRAAP Information Literacy Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/655572d832d04273a5a178dae876a5e8
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spelling	oai:doaj.org-article:655572d832d04273a5a178dae876a5e82021-11-10T21:55:49ZQuestioning CRAAP1527-9316https://doaj.org/article/655572d832d04273a5a178dae876a5e82021-10-01T00:00:00Zhttps://scholarworks.iu.edu/journals/index.php/josotl/article/view/30744https://doaj.org/toc/1527-9316 Librarians and instructors see college students struggle with evaluating information and wonder how to best teach source evaluation in a one-time course integrated library research session to ensure understanding and improve student performance. This research compared multiple sections of first-year students over two semesters taught two evaluation methods: the CRAAP method, and the six journalistic question words. Results indicate that students taught to evaluate information using the six question words produced better end-of-semester papers. Results of the pre-, post-, and end-of-semester quizzes were less conclusive, but do highlight some of the challenges first-year students face when determining credibility. Results have the potential to inform instructional practice. M. Sara LoweKatharine V. MacyEmily MurphyJustin KaniIndiana University Office of Scholarly Publishingarticlesource evaluationCRAAPInformation LiteracyTheory and practice of educationLB5-3640ENJournal of the Scholarship of Teaching and Learning, Vol 21, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	source evaluation CRAAP Information Literacy Theory and practice of education LB5-3640
spellingShingle	source evaluation CRAAP Information Literacy Theory and practice of education LB5-3640 M. Sara Lowe Katharine V. Macy Emily Murphy Justin Kani Questioning CRAAP
description	Librarians and instructors see college students struggle with evaluating information and wonder how to best teach source evaluation in a one-time course integrated library research session to ensure understanding and improve student performance. This research compared multiple sections of first-year students over two semesters taught two evaluation methods: the CRAAP method, and the six journalistic question words. Results indicate that students taught to evaluate information using the six question words produced better end-of-semester papers. Results of the pre-, post-, and end-of-semester quizzes were less conclusive, but do highlight some of the challenges first-year students face when determining credibility. Results have the potential to inform instructional practice.
format	article
author	M. Sara Lowe Katharine V. Macy Emily Murphy Justin Kani
author_facet	M. Sara Lowe Katharine V. Macy Emily Murphy Justin Kani
author_sort	M. Sara Lowe
title	Questioning CRAAP
title_short	Questioning CRAAP
title_full	Questioning CRAAP
title_fullStr	Questioning CRAAP
title_full_unstemmed	Questioning CRAAP
title_sort	questioning craap
publisher	Indiana University Office of Scholarly Publishing
publishDate	2021
url	https://doaj.org/article/655572d832d04273a5a178dae876a5e8
work_keys_str_mv	AT msaralowe questioningcraap AT katharinevmacy questioningcraap AT emilymurphy questioningcraap AT justinkani questioningcraap
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Questioning CRAAP

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