Librarians know that authority is constructed and contextual, but getting our students there can feel as elusive as Sasquatch himself. Our Bigfoot-themed classroom activity pursues a strengths-based approach, challenging increasing incredulity for new information and checklist research mentalities among our undergraduates. It asks students to ignore the good source/bad source dichotomy in favor of the question, "What can I learn from this source?". This session will explain how we started with the BEAM rhetorical framework, showcase our materials and method, and discuss our love of Bigfoot as an accessible topic for students learning to challenge their existing mindsets.
- Contrast a positive constructive approach to authority in information sources with the more common deconstructive methods of evaluation.
- Engage with a specific classroom activity to consider how they might use a similar approach in their own instruction.
- Consider the benefit of using fantasy example topics in classroom activity and demonstration.
Wimer, Kate, "Ask the Better Question: Using Bigfoot to Introduce Constructive Approaches to Authority" (2023). Faculty Publications - George Fox University Libraries. 39.