期刊名称：Journal of the Scholarship of Teaching and Learning
印刷版ISSN：1527-9316
出版年度：2021
卷号：21
期号：3
语种：English
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：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.
