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Last fall, our team of two FYC instructors and one librarian implemented curriculum designed to develop students’ critical information-literacy skills in relation to popular sources. Preliminary results of our work suggest that students’ work with popular sources falls short of CWPA and ACRL goals. In our workshop-style presentation, we ask how other conference attendees instruct students in the assessment and use of popular sources and discuss the pedagogical strategies that we plan to use as we iterate on our work.



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