Kevin Seeber
Teaching “format as a process” in an era of Web-scale discovery
Colorado State University Pueblo
purpose paper aims present academic librarians framework teaching assessing information literacy response advancements online discovery advancements online discovery require academic librarians develop new means teaching assessing information literacy emphasis students use critical thinking evaluate sources designmethodologyapproach conceptual paper analyzes threshold concept format process could incorporated information literacy instruction sessions address webscale discovery services online search tools general guidelines applying concept included along potential classroom activities assessments findings format process provides valuable framework evaluating information though librarians need mindful present concept students instruction must focused fostering critical thinking skills rather perform tasks assessment must qualitative nature practical implications changes online searching mean information literacy programs need alter approach instruction move beyond one shot paradigm critical evaluation sustainable lifelong skill continue serve students graduation developing ability requires academic librarians fulfill new roles classroom campus originalityvalue literature surrounding instruction webscale discovery still limited incorporate threshold concepts provided association college research libraries framework information literacy higher education paper concentrates one concept well discusses future concepts could addressed