It's Not a Competition: Questioning the Rhetoric of "Scholarly Versus Popular" in Library Instruction
dc.contributor.author | Seeber, Kevin Patrick | |
dc.date.accessioned | 2016-05-04T02:41:43Z | en |
dc.date.available | 2016-05-04T02:41:43Z | en |
dc.date.issued | 2016-02 | en |
dc.identifier.uri | http://hdl.handle.net/10150/607784 | en |
dc.description | Presentation. Critical Librarianship & Pedagogy Symposium, February 25-26, 2016, The University of Arizona. | en |
dc.description.abstract | Academic instruction librarians often introduce students to the concept of evaluating information by having them compare “scholarly versus popular” sources--an approach that wrongly implies these two kinds of information are a binary, and that they are in competition with one another. This presentation will question the motivations behind presenting scholarly and popular information in this way, as well as offer recommendations for how librarians can adapt this activity into something which allows for critical discussions of context and authority in the classroom. | |
dc.language.iso | en_US | en |
dc.publisher | The University of Arizona | en |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. | en |
dc.subject | Information Literacy | en |
dc.subject | Library instruction | en |
dc.title | It's Not a Competition: Questioning the Rhetoric of "Scholarly Versus Popular" in Library Instruction | en_US |
dc.type | Proceedings | en |
dc.contributor.department | University of Colorado Denver | en |
dc.description.collectioninformation | Proceedings from the Critical Librarianship & Pedagogy Symposium are made available by the symposium creators and the University of Arizona Libraries. Contact the CLAPS committee at http://claps2016.wix.com/home#!about/cjg9 if you have questions about items in this collection. | en |
refterms.dateFOA | 2018-09-11T09:52:11Z | |
html.description.abstract | Academic instruction librarians often introduce students to the concept of evaluating information by having them compare “scholarly versus popular” sources--an approach that wrongly implies these two kinds of information are a binary, and that they are in competition with one another. This presentation will question the motivations behind presenting scholarly and popular information in this way, as well as offer recommendations for how librarians can adapt this activity into something which allows for critical discussions of context and authority in the classroom. |