Examining student perceptions of their knowledge, roles, and power in the information cycle
Main Article Content
Abstract
This project report describes a collaborative effort between librarians, staff, local journalists and students at Old Dominion University (Norfolk, VA) to provide a venue for a discussion about ‘fake news’. Post-event questionnaire results are analysed to explore what students learned as a result of attending the event as well as student perceptions of their own understanding and ownership of the roles that they can play in the information cycle.
Article Details
How to Cite
RUSH, Lucinda.
Examining student perceptions of their knowledge, roles, and power in the information cycle.
Journal of Information Literacy, [S.l.], v. 12, n. 2, p. 121-130, dec. 2018.
ISSN 1750-5968.
Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRJ-V12-I2-4>. Date accessed: 16 jan. 2019.
doi: https://doi.org/10.11645/12.2.2484.
Section
Project reports
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The Journal of Information Literacy ( JIL) is an open access title and authors retain copyright in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence. You are free to deposit a copy in your institutional repository but we would appreciate an acknowlegement that it was first published in the Journal of Information Literacy with a link back to the JIL site. To ensure the broadest possible audience for the Journal of Information Literacy the editorial team has set up a number of agreements which stipulate that the journal’s issues will be included on one or more subscription databases, although the articles will still be available free of charge and in full text format. If you wish to have your article excluded from these agreements please state so in the ‘Comments to Editor’ box.