HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Submit a response Alert me when this article is cited Alert me when eLetters are posted Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Rangachari, P. K. Articles by Rangachari, U. Search for Related Content PubMed PubMed Citation Articles by Rangachari, P. K. Articles by Rangachari, U.

HOW WE TEACH

Information literacy in an inquiry course for first-year science undergraduates: a simplified 3C approach

¹ Bachelor of Health Sciences (Honours) Programme, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada ² Population Health Research Institute, Hamilton Health Sciences, McMaster University, Hamilton, Ontario, Canada

Address for reprint requests and other correspondence: P. K. Rangachari, Faculty of Health Sciences, McMaster Univ., Hamilton, ON, Canada L8N 3Z5 (e-mail: chari{at}mcmaster.ca)

In this article, we describe a simplified approach to teach students to assess information obtained from diverse sources. Three broad categories (credibility, content, and currency; 3C) were used to evaluate information from textbooks, monographs, popular magazines, scholarly journals, and the World Wide Web. This 3C approach used in an inquiry course for freshmen in an undergraduate science program can be readily transferred to other settings.

Key words: literature search; faculty-librarian interaction; critical appraisal; credibility; content; currency