Inside Higher Ed has this article titled Librarians Tackle Information Illiteracy by Andy Guess. The article looks at different approaches such as tests and tutorials to deal with the situation.
I found this comment from a reader very interesting, "Perhaps requiring students to take discipline specific methods courses early in their majors would help. Perhaps, requiring multiple books with multiple points of view in first-year courses (or anthologies with multiple views), especially in the social sciences and the humanities, might help. A single tutorial cannot do it alone, nor can tutorials divorced from content courses. There needs to be a wider approach to a deep and complex problem."
From the site:
It came as no surprise to many of those attending the annual meeting of the Association of College and Research Libraries this weekend that the typical liberal arts freshman believes Time and Newsweek to be legitimate scholarly sources. Groans and laughter accompanied this and other non-surprising factoids — 100 percent of incoming liberal arts freshmen surveyed use online sources, most think it’s easy to know when to document a source but nearly half couldn’t determine when one was required — that are familiar to anyone who works at a college library.
But while the problems of “information literacy” and the limitations of otherwise tech-savvy students’ abilities to differentiate between legitimate and unacceptable sources are well known, there is yet to be a unified, coherent approach to combating them.