Guided Resource Inquiries: Integrating Archives into Course Learning and Information Literacy Objectives

Communications in Information Literacy. 2017;11(1):204-220 DOI 10.15760/comminfolit.2017.11.1.42

 

Journal Homepage

Journal Title: Communications in Information Literacy

ISSN: 1933-5954 (Print)

Publisher: Communications in Information Literacy

LCC Subject Category: Bibliography. Library science. Information resources: Information resources (General)

Country of publisher: United States

Language of fulltext: English

Full-text formats available: PDF

 

AUTHORS


Ellen E. Jarosz (California State University Northridge)

Stephen Kutay (California State University Northridge)

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 16 weeks

 

Abstract | Full Text

At California State University, Northridge (CSUN), many students lack the skills needed to locate, analyze, and apply essential contexts associated with primary sources. Using these sources requires critical inquiry, which is a fundamental theme in pedagogy, the California State University system's Core Competencies, and the Association of College and Research Libraries Framework for Information Literacy for Higher Education. The authors piloted a Guided Resource Inquiry (GRI) tool that enables teaching faculty and librarians to create course assignments integrating online primary sources. These assignments deliver relevant information literacy tutorials to students using a single interface. With the GRI students better understood the nature of primary sources and how to analyze them critically in their course work. Additionally, students more fully understood the research process, and were more likely to use primary and archival materials in the future.