Choosing the right approach: Three models for teaching government information sources

Abstract

Government information librarians value instruction as a way to promote their collections and meet their users’ information needs. Government information librarians must choose the most appropriate model for their audience and for the relevant learning outcomes in each instruction session they teach. This article discusses three models for teaching government information (traditional, information cycle, and critical thinking models) and identifies learning outcomes described in the Information Literacy Competency Standards for Higher Education that are associated with each model.