Using Community-Engaged Research to Teach Information Literacy

UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
Stephanie Crowe (Creator)
Jennifer Vanderminden (Creator)
Jill Julia Waity (Creator)
The University of North Carolina Wilmington (UNCW )
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Abstract: Through a librarian-faculty partnership, we endeavored to teach information literacy through a large-scale applied learning project. We argue that a benefit of community-engaged research could be to teach information literacy, specifically dispositions that are difficult to teach in a traditional classroom context. We found that we were successful in helping students learn to consider contextual authority and to be more critical consumers of information as evidenced through both quantitative and qualitative data. We had mixed results on encouraging students to move away from defaulting to reliance on those sources they learned about as authoritative earlier in their education, though they were aware in most cases that these sources could also be biased and/or not the most appropriate source for the question.

Additional Information

Language: English
Date: 2023
Information literacy, community-engaged research, applied learning, authority

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