Tapping government sources for course assignments

Abstract

Purpose This study aims to explore how government sources provide authoritative data that students can utilize to complete academic course assignments. The study measures student use of government materials and suggests that librarians incorporate government resources into information literacy instruction. Design/methodology/approach A five-question paper-and-pencil feedback survey was developed by the researchers and completed at the end of the semester by students in several sections of health and social work classes. The survey measured the level and ease of usage of government information/websites. Students also identified US and state government sources they used to complete their assignments. Findings Government information can become a critical resource for a life-long learning experience when introduced to students early in their academic careers in freshmen seminars or introductory courses. Government information can be utilized as an authoritative source for research assignments. In addition, students anticipate using government information as they enter their professional careers. Librarians and faculty can work in tandem to build students’ government information literacy skills. Research limitations/implications While this study focuses on health and social work, use of online government information by other disciplines should be further investigated. Social implications The findings will be useful for integrating government information into information literacy sessions. Improved familiarity of government information creates more informed professionals and citizens. Originality/value This study adds to the body of literature on government literacy. Recommendations are offered on familiarizing users with government sources and improving access to documents via multiple library access points.

More Than a Domain: An Approach to Embedding Government Information Within the Instruction Landscape Using Active and Passive Collaboration

“…"A positive user experience in working with government information will increase the likelihood of repeated use once search techniques are mastered." 14 Thus, setting the stage for both faculty and students to become not only knowledgeable about government information resources, but competent and comfortable in their use both in and outside of the classroom, is our primary objective.…”

The proof is in the process

“…In a collaboration with Woods, three strategies for teaching government information were presented, including one that focused on teaching critical thinking skills (Hogenboom and Woods, 2005). Other significant contributions include articles that addressed the integration of government information instruction into undergraduate composition courses (Hollens, 2004;Scales and Von Seggern, 2014), for-credit library research courses (Braunstein and Fontenot, 2010), and discipline-specific instruction sessions (Dubicki and Bucks, 2018).…”

“…In spite of its availability, students still sometimes neglect to use government information, even when it is essential to their research (Brunvand and Pashkova-Balkenhol, 2008). The reasons why students choose to use or not use government information are varied and discipline-specific (Dubicki and Bucks, 2018;Scales and Von Seggern, 2014), but current discussion of this issue primarily focuses on the lack of fit of government information in the scholarly/non-scholarly paradigm (Brunvand and Pashkova-Balkenhol, 2008;Dubicki and Bucks, 2018;Karn-Carmichael and Weaver, 2016;Psyck, 2013;Scales and Von Seggern, 2014) and students' extreme skepticism of information in general (Bluemle, 2018;Cooke, 2017Cooke, , 2018Head et al, 2018). This conversation is incomplete without examination of the rising political mistrust of US citizens (particularly Generation Z), roles mistrust and skepticism play as deterrents to student use of government information, and strategies academic librarians can employ to address these factors in information literacy instruction.…”

A turbulent time: government sources post-2016 presidential election

“…Dubicki and Bucks (2018) emphasize the value in incorporating government sources into assignments and research in various academic disciplines because this information will likely make an appearance during professional careers and in daily civic life after students’ higher educational pursuits are obtained. Rogers (2013, p. 8) also stresses the importance of impressing the value of government sources onto users because:…”