Information literacy program at VGU is rather flexible to help users improve their information searching and other related skills. The library staff come to students’ classes to deliver information literacy sessions or they can come to the library to attend these sessions. The library organizes the orientation session and tour to assist users in using the library and locating materials and services they need. In addition, users can be trained on how to strategically search information from the Internet and databases effectively. Citation and reference classes are also organized to help users do research successfully. In short, the different sessions and classes are to teach students everything, as follows:

  • How to use the library (Orientation)
  • How to search information on the Internet effectively
  • How to successfully search information from the databases
  • How to use citation and reference skills effectively
  • How to use useful tools and technological apps 
  • Link for registering Info Literacy class: Registration form
  • Information Skills Training Evaluation

Information searching song – Librarians do gaga . Enjoy listening and improve your information literacy skills.

Access to self study

The Big6™ is a process model for information problem-solving. It integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks. The Big6 was developed by Mike Eisenberg and Bob Berkowitz and is the popular approach to teaching information and technology skills for schools and HEIs in the world.

Here is the summary of Big6 model using experience, considered as a framework for searching:

Big6 Tasks Questions to ask yourself


Task definition


1. Define the problem

2. Identify the information need

1. What does my teacher expect me to do?

2. Do I understand what I need to do?

3. What are the questions I need to answer?

4. What do I need to know about the topic?


Information seeking strategies

1. Identify all resources

2. Select the best resources

1. Where can you start to look for information?·

2. Who can I talk too to get information?

3. What are the best sources to use?

STEP 3:  

Location and Access

1. Locate resources

2. Find information in resources

1.  Where can I find these resources?

2. How do I search to get to them?

3. Where do I find the information in the resource?

STEP 4:            

Use of information

1. Read, view information – decide which parts you want to use (and leave out)

1. What type of information did I find?

2. Will the information answer the questions I have?

3. How do I write notes on the information?

4. Is the information reliable?


Synthesis (Putting Puzzle together)

1. Organize resources

2. Present the information

1. How do I fit all the information together

2. How do I write an outline of the project?

3. How do I present the information to my teacher to answer the question?

4. Did I remember to make notes of all the sources for the  bibliography?



1. Judge the product

2. Judge the process

1. Did I solve the problem?

2. Did I write the project in a format that will be understood?

3. Will I do anything different the next time?

4. What did I learn?

5. Am I pleased with the project?

More information can be retrieved from:

All information, especially online content requires critical evaluation. We can apply the CRAAP test to determine the credibility and reliability of an e-source:

CURRENCY The timeliness of the information


 – When was the information published or posted?

 – Has the information been revised or updated?

 – Is the information current or out-of date for your topic?

 – Are the links functional?

RELEVANCY The importance of the information for your needs


 – Does the information relate to your topic or answer your question?

 – Who is the intended audience?

 – Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?

 – Have you looked at a variety of sources before determining this is one you will use?

 – Would you be comfortable using this source for a research paper?

AUTHORITY  The source of the information


 – Who is the author/publisher/source/sponsor?

 – Are the author’s credentials or organizational affiliations given?

 – What are the author’s credentials or organizational affiliations given?

 – What are the author’s qualifications to write on the topic?

 – Is there contact information, such as a publisher or e-mail address?

 – Does the URL reveal anything about the author or source?

Ex: .com (commercial), .edu (educational), .gov (V.N. government), .org (nonprofit organization), or .net (network)

ACCURACY The reliability, truthfulness, and correctness of the content


 – Where does the information come from?

 – Is the information supported by evidence?

 – Has the information been reviewed or refereed?

 – Can you verify any of the information in another source or from personal knowledge?

 – Does the language or tone seem biased and free of emotion?

 – Are there spelling, grammar, or other typographical errors?

PURPOSE The reason the information exists


 – What is the purpose of the information? to inform? teach? sell? entertain? persuade?

 – Do the authors/sponsors make their intentions or purpose clear?

 – Is the information fact? opinion? propaganda?

 – Does the point of view appear objective and impartial?

 – Are there political, ideological, cultural, religious, institutional, or personal biase

 Note: The CRAAP test was developed by librarians at CSU Chico