Tapping government sources for course assignments

Abstract

Purpose

This study aims to explore how government sources provide authoritative data that students can utilize to complete academic course assignments. The study measures student use of government materials and suggests that librarians incorporate government resources into information literacy instruction.

Design/methodology/approach

A five-question paper-and-pencil feedback survey was developed by the researchers and completed at the end of the semester by students in several sections of health and social work classes. The survey measured the level and ease of usage of government information/websites. Students also identified US and state government sources they used to complete their assignments.

Findings

Government information can become a critical resource for a life-long learning experience when introduced to students early in their academic careers in freshmen seminars or introductory courses. Government information can be utilized as an authoritative source for research assignments. In addition, students anticipate using government information as they enter their professional careers. Librarians and faculty can work in tandem to build students’ government information literacy skills.

Research limitations/implications

While this study focuses on health and social work, use of online government information by other disciplines should be further investigated.

Social implications

The findings will be useful for integrating government information into information literacy sessions. Improved familiarity of government information creates more informed professionals and citizens.

Originality/value

This study adds to the body of literature on government literacy. Recommendations are offered on familiarizing users with government sources and improving access to documents via multiple library access points.

Citation

Dubicki, E. and Bucks, S. (2018), "Tapping government sources for course assignments", Reference Services Review, Vol. 46 No. 1, pp. 29-41. https://doi.org/10.1108/RSR-10-2017-0039