Format as a false judge of credibility: Messages from librarians and faculty and student responses

Abstract

The purpose of this focus group study is to explore how students make sense of and respond to messages about information in higher education. This study identifies the messages students in higher education receive about information gathering, conducting research, and credibility and authority of information sources. This research revealed that students are receiving the message from faculty that format is a stand-in for credibility. Research to date focuses on how to steer students to information privileged by the academy: Academic, peer reviewed articles and books. The voice of students is often absent. The proposed study employs the critical framework of Paulo Freire to evaluate student perceptions of information.