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Information Literacy

A guide to information literacy for students and instructors.

Types of Resources

Books & eBooks

A staple of research, these resources are often good for getting a basic idea of a topic or field.  However, they can quickly become outdated as research continues.  For technology and medical fields, any information found in an older book should be cross-referenced with a newer journal or creditable online source.

Databases & Journals

Databases & eReference contain accurate and trustworthy information-- these are subscriptions paid for by the library similar to magazine subscriptions but online to allow greater accessibility.

Websites

Internet resources require the most work to utilize as they require the most research to ensure they are a creditable resource.  Varied in nature and can contain outdated or misinformation, internet resources are fickle.  Reputable sites can contain the latest information that is unavailable in journal or book format yet.  If the information is housed on a reliable website it can often elevate your research.  

Non-Traditional Sources

Sources can come in many formats.  The Internet holds many resources such as blogs, vlogs, wiki’s, rss feeds, videos, audio files, photos, tweets, Facebook Pages, and many other types.  These can be a wealth of information for your research provided they are properly documented.

These sources will vary in reputation so make sure to evaluate your sources and contact your instructor to make sure they fit their standard.

The Information Cycle

Time Period Format Pros Cons Where to Find
Day of Event
  • Television
  • Radio
  • Twitter
  • Facebook
  • Blogs
  • Most up to date Information
  • Easy to understand.
  • Many sources are primary sources.
  • Can be inaccurate (no proof/peer review process)
  • Generally no insight, just a statement of facts.
  • Intended for general audiences.
  • Written by non-experts.
Week of the Event
  • Newspapers
  • More detailed and factual than immediate reports.
  • Can include facts or opinions from experts.
  • Can include statistics or graphics.
  • Can provide some insight into why the event occurred.
  • Intended for general audiences.
  • Written by non-experts.
Week After Event
  • Popular Magazines
  • Includes detailed reports, opinions, and insight.
  • Offers perspectives from particular groups or geared for specific audiences.
  • Are written by professional journalists, essayists, and often contain commentary by scholars or experts in the field.
  • Intended for general audiences.
  • Can often contain editorial bias of the publication.
Months After Event
  • Academic/Scholarly Journals
  • Contain detailed analysis, empirical research reports, and learned commentary.
  • Often theoretical, analyzing the impact of the event on society, culture, and public policy.
  • Are peer-reviewed which ensures high credibility and accuracy.
  • Include bibliographies.
  • Authored by experts in the field.
  • Very specific in topic.  Often contains information pertaining to one aspect of the event.  
  • Highly technical language.
  • Intended for other scholars and can be difficult to understand for those outside of the field.
  • Are slow to publish.
A Year After the Event
  • Books
  • Provide in-depth coverage of an event, often expanding from earlier research.
  • Can place the event into historical context.
  • Can provide detailed overviews of the event.
  • Can provide other relevant sources through bibliographies.
  • Can range from scholarly in-depth analyses to popular books which are not as well researched.
  • Might have a bias.
  • Author may not be an authority on the subject.
  • Are slow to publish.
Years After the Event
  • Reference Books
  • Contain established knowledge.
  • Includes factual information.
  • Can contain statistics and bibliographies.
  • Authored by scholars and experts in the field.
  • Not as detailed as books or journals.
  • Often intended for general audiences.