"Information literacy is one of those meta-skills that lurk behind the ability to master any subject."

In the article above, the author advocates for a renewed focus on interpreting information — on the varying ways we make sense of the information we encounter. This tutorial was designed to help students become more self-aware by teaching them about confirmation bias, selective attention, and developing good research habits.

Many students arrive at Benedictine University with the following misconceptions:
• believe they are supposed to do their research without assistance
• perceive the library as only a place to get books or to study
• believe that research is a linear, one-directional process
• believe that freely available internet resources are sufficient for academic work
• think Google is a sufficient search tool
• believe that accessibility is an indicator of quality
• believe that they are information literate
• believe that all library sources and discovery tools are credible
• think that every question has a single answer

What can we do to help develop our students’ ability to understand, assess, evaluate, and apply information to solve problems or answer questions both their course work and in their everyday lives?

Communications in Information Literacy 10.2 (2016): 178.

An example of the importance of the Authority frame.