Todd Gilman, writing in The Chronicle of Higher Education, has an interesting article on the difference between computer literacy and research literacy, and what that means in terms of pedagogy. He suggests that there is often a disconnect for students between these two skill sets, and he suggests how we might address this: both in the classroom, and in library instruction sessions. One way? Integrate the library instruction session into the classroom with an assignment:
Reinforce the lesson with an assignment. Devise a for-credit assignment that echoes what you and the librarian have shown the students. It should emphasize key distinctions that they often forget, such as the need to search the online catalog for books but library databases for articles. You might also incorporate a component that challenges students to evaluate the quality of information they find, such as comparing the top results returned by a keyword search in Google with those returned in Academic Search Premier with the peer-reviewed box checked. Which results are more authoritative, and how can students tell?
Check out the article here.