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Abstract

This paper reviews the teaching of credit-bearing information literacy courses and government information, reports questionnaire responses from librarians who teach these courses, and argues that revising the ways we teach government information in for-credit courses will help students achieve information literacy. A focus on government information as critical thinking and subject access resources, rather than as unique documents collections or formats, can remove barriers for researchers, particularly in classes that allow students an entire term to develop skills. In addition, librarians will increase their comfort levels addressing government information and develop ways to teach students to use these resources within a meaningful context for their research. The ability to find, evaluate, and effectively use government information resources will empower students to become lifelong learners, seekers, and even engaged citizens, whatever their post-graduation information needs may be.

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