10 Comments on “Cut the CRAAP: Teaching Information Evaluation in the Misinformation Age

  1. Hi Kara, there has been a lot of discussion in my workplace on checklists and how to use the Framework in a community college setting where there is not currently a credit-bearing IL course. At best, faculty will invite us to do a one-shot. I’ve downloaded the slides and will be sharing them with my colleagues. Hopefully, these consolidated sources will help us move past venting towards action. Thanks!

  2. I appreciate your research. This topic is so important and I have found a wide variety of approaches. Of the three approaches you mentioned in your poster where do you fall with your information literacy sessions? I have been leaning more to the SIFT method and lateral reading, but find it fits more with popular / non scholarly work more than for the academic research of scholarly works. Just curious your thoughts or others for that matter.

    • Good question, April! I’ve also been focusing mostly on SIFT and lateral reading. This term, I was able to incorporate aspects of it into a lesson that focused on scholarly/academic sources. I worked with the faculty member to ask students to come to the session with one scholarly source they’d already found and might use for their paper (no specific instruction was given for this, so they found a variety of sources from different places). During the zoom session, I asked them to try searching for information on the author, and to investigate the source and figure out what it was (journal article, blog post, book chapter, etc.) and whether it was peer reviewed or had some other kind of editing process. We talked about what makes something scholarly, and I found that having them investigate a source they were already considering using made it more engaging.

  3. Thank you for sharing this with us, Kara! I’m also at a community college where all our instruction interactions are one-shot, and I agree that it’s difficult (if not impossible) to convey all we’d like in such a brief time. I often feel we spend more on the technical aspects of a database than information literacy. I’d like the latter to be our primary focus! I’ll share your slides with my colleagues and greatly appreciate the info!

    • Thanks for your comment, Heather! I agree that it can be hard to teach everything we want to in a one-shot, especially when faculty often request database demos. One thing that I’ve found valuable with online instruction is having brief videos available that demonstrate database searching, so that live instruction time can be spent on other concepts.

  4. Hi Kara! First, it’s so great to see you here, and for this excellent poster! I have also been considering different methods than CRAP, and I really appreciate that you provided 3 alternate approaches. Which one of the 3 approaches that you mentioned do you most prefer?

    • Hi Alissa, it’s great to see you here too! I’ve been leaning toward aspects of the SIFT method (I don’t usually have time to teach it all), particularly investigating a source. I’m still exploring though, so I’m not settled on a particular method at this point. Generally though, I favour both the journalistic approach and approaches that incorporate aspects of the ACRL Framework.