Scholarly, Academic, Credible: New Terms for Research Instruction
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 217
Abstract
See presentation description.
Presentation Description
Faculty members’ requests for one-hour library instruction sessions often force both themselves and librarians to make a sharp distinction between “scholarly” and “popular” with which neither group is satisfied. In their feedback on these sessions, librarians exhibit frustration at having to make a distinction they do not agree with and see as a hindrance to promoting information literacy. In their critique of these same sessions, faculty members often complain that “scholarly” and “popular” were too easily defined, even though it is their very instruction requests that lead to these definitions. Drawing from interviews with first-year writing students, composition instructors, and instructional librarians at a large public university, the speaker explores the potential benefits of exchanging “scholarly” and “popular” for “credible” and “non-credible.”
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Pappas, Stephanie Loomis, "Scholarly, Academic, Credible: New Terms for Research Instruction" (2011). Georgia International Conference on Information Literacy. 69.
https://digitalcommons.georgiasouthern.edu/gaintlit/2011/2011/69
Scholarly, Academic, Credible: New Terms for Research Instruction
Room 217
See presentation description.
