Bill Marino (Eastern Michigan) has given me permission to post a tutorial he and his team put together on reliability and evaluating information. Bill and I met at last year’s LOEX, and he asked permission to use and adapt a “reliability continuum” I made up and use in my classes to get students to think critically about sources. Interestingly, the tutorial combines the CRAAP test with my work, so the tutorial is very Cal State-centric, as the CRAAP test was created by our library dean here at the Meriam Library, Sarah Blakelee. Sarah is, of course, aware that I don’t have much love for the CRAAP test, and seems to like me anyway.
Here’s the tutorial for anyone interested. I’ve put together a few similar information literacy modules but they don’t look nearly as nice.
I’d also like to point out that Bill was an exemplar of being a good professional colleague with all of this: he requested my permission to use and adapt my ideas for this purpose, properly cited the work in the tutorial, said he’d follow up with me when the tutorial was finished, and actually did!
If something comes into my life that’s making me feel like I have to think one thing and say another, I’m getting rid of it, I’m walking away from it, or I’m talking about it.
Yesterday, Kevin wrote a very well-reasoned post expressing his skepticism about LibGuides. I am less skeptical and more hopeful–when I think about research guides, I think:
Sometimes when I think about LibGuides (or subject guides) this is how I feel:
My goal in this post is to tell you a little bit about why.
I think trusting my instincts has led me to do the work I’m doing now. We’re all unique, we’re all born different, no one is going to think exactly like you. People have different experiences and have a unique track in their lifetime. There’s no one that has lived exactly the same life, so we’re automatically born with a gift of uniqueness. So if you just trust that and not try to copy other artists & photographers. If you build on your instinct, it’s a scientific fact that your work will be unique, genuine and pure. But that’s probably the hardest thing to do, just to be yourself.
Enjoy your problems.
My job has me working lots with first year students and I’ve been in heavy-duty instruction mode the past couple weeks working with large numbers of students new to the university. The sessions tend to be the usual stuff: developing inquiry questions, evaluating information, and maybe a little bit of searching. One thing I notice myself doing more and more, though, is trying to create a problem context where I organize the session around an intellectual problem that ultimately leads to (I think) an interesting answer to the question, “Well why even use the library at all?”
Why do I do this?