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Abstract

The inability of students to evaluate information sources often results in lists of bibliographic references that may be termed, relative to student needs, value-zero citations. This problem has exacerbated by the advent of CD-ROM databases that may yield more but not necessariliy more relevant information to undergraduate students. Reports the findings of a 2-part study conducted at the Alexander Library, Rutgers Univ. to discover what problems students were having that led to this situation. The study emphasises a 2-tier value-added instructional model that incorporates the reaching of critical thinking skills, in terms of evaluating citation elements, and information sources