managementranepaУправленческое консультированиеAdministrative Consulting1726-11391816-8590Russian Presidential Academy of National Economy and Public Administration. North-West Institute of Management.10.22394/1726-1139-2022-10-99-115managementranepa-2101Research ArticleОБЩЕСТВО И РЕФОРМЫSOCIETY AND REFORMSРазвитие у учащихся навыков выявления достоверных научных источников: роль преподавателя-библиотекаряDeveloping Students’ Skills of Identifying Reliable Scientific Sources: The Role of a Librarianhttps://orcid.org/0000-0002-8300-5223ВасильеваВ. А.VasilyevaV. A.

  Васильева Валерия Алексеевна, начальник отдела Управления научной работы

Санкт-Петербург 

  Valeria A. Vasilyeva, Head of the Department, Scientifc Work Ofce 

Saint Petersburg

vasileva-va@ranepa.ruhttps://orcid.org/0000-0003-4870-9695ШиловА. Н.ShilovA. N.

Шилов Анатолий Николаевич, старший преподаватель факультета искусств и филологии 

 Санкт-Петербург

 Anatoly n. Shilov, Senior Lecturer and Associate Professor at the Faculty of Arts and Philology. The author made presentations and held master classes on “Academic writing” for the Russian Academy of National Economy and Public Administration under the President of the Russian Federation

 Saint Petersburg 

AnatolyShilov@yandex.ruРоссийская академия народного хозяйства и государственной службы при Президенте Российской Федерации (Северо-Западный институт управления РАНХиГС)Russian Presidential Academy of National Economy and Public Administration (North-West Institute of Management, Branch of RANEPA)Санкт-Петербургский государственный университетSaint Petersburg State University20220612202201099115Copyright © Васильева В.А., Шилов А.Н., 20222022Васильева В.А., Шилов А.Н.Vasilyeva V.A., Shilov A.N.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.acjournal.ru/jour/article/view/2101

Цель. Описать методы преподавания основ критического анализа научных документов и определения фейковой информации студентам бакалавриата в рамках дисциплины «Академическое письмо».Методы. Дисциплину «Академическое письмо» готовили и преподавали студентам 1 курса специалисты научной библиотеки. В начале курса проводился небольшой опрос студентов и тест, а также было дано задание написать эссе, чтобы определить интересующую преподавателя ситуацию — умение студентов оценивать научную литературу в сети Интернет и уровень их «толерантности» к непроверенной научной информации.Затем в программу дисциплины были введены специальные часы, посвященные теории и практике определения и оценки информации и данных. По окончании семестра были подведены результаты обучения — проведен анализ списков использованных источников в первоначальных эссе и в эссе, написанных после изучения дисциплины.Выводы. Практически все студенты бакалавриата на 1 курсе не могут отличить качественную, проверенную научную информацию от фейковой и легко воспринимают все, что «написано в интернете». Однако после серии лекций и практических занятий с применением инструментов анализа контента информационных платформ у студентов появились навыки критической оценки информации, что показала оценка списков литературы в эссе и взаимопроверка работ.Оригинальность/ценность. О необходимости отличать качественную, проверенную информацию от дезинформации говорят в основном применительно к новостным лентам и социальным сетям. Однако в высшей школе с первого курса также важно дать навыки критической оценки научных публикаций, где фальсификации, фабрикации и иные фейковые открытия могут повлечь за собой репутационные и финансовые риски, а также спровоцировать неэтичное поведение будущих исследователей. Именно библиотечные специалисты, работающие с электронными ресурсами и базами данных, способны приучить студентов к «цифровой гигиене».Практические последствия. Материалы данного исследования могут быть использованы в программах обучения университетов и колледжей. Дисциплины, направленные на обучение молодых людей информационной грамотности, академическому письму, работе с информационными ресурсами — все они сегодня должны содержать темы навыков распознавания фейковой информации. Разработанная библиотекарями часть модуля «Академическое письмо» может быть внедрена в обучение и как самостоятельный курс, и как часть любой дисциплины, связанной с научной работой студентов. Это значительно снизит риск использования обучающимися некачественной, непроверенной и откровенно фейковой информации в учебных и научных работах.

Purpose

Purpose. The purpose of this paper is to provide modes of teaching Russian undergraduate students fundamental critical analysis of scientifc papers and ways of identifying misinformation and disinformation in “Academic Writing” discipline. design/methodology/approach. “Academic Writing” discipline was taught to frst-year undergraduate students by scientifc library experts. At a starting period students were asked to complete a questionnaire and perform a test, and then write an essay to identify how students were able to assess Web scientifc literature and verify their “tolerance” to inaccurate and fake scientifc information. Then contact hours on theory and practice of identifying and assessing information were introduced into the curriculum. At the end of the semester lists of works cited in original essays and fnal assays were compared.

Findings

Findings. The fndings reveal that entirely all frst year undergraduate students lack the ability to differentiate between qualitative certain scientifc information and misinformation and disinformation, and they willingly borrow anything from the Web. However, students acquired necessary skills to assess information critically using socio-technical systems infrastructures.

This was demonstrated with list of literature analysis in students’ essays and peer-checking. originality. It is headline news and social networks when it is necessary to distinguish from authentic and inaccurate information. However, skills of critical assessment of scientifc publications are of vital importance at a starting period of studies. In publications of that sort falsifcations, fabrications and other fake discoveries can lead to reputational and fnancial risks, and then trigger unethical demeanour of future researchers. It is qualifed librarians being experts in electronic resources and data based use who are able to get students to “digital hygiene”.

Practical implications

Practical implications. The results of the paper can be used for teaching in university curriculum. Embedding information literacy and academic writing as well as involving information resources into students’ curriculum are aimed at the ability to identify misinformation and disinformation. Librarian-developed “Academic writing” discipline component might be introduced into curriculum as a self-contained short course or a composing element of any students’ academic discipline. All this mitigate the risks of applying low-equality, unverifed and openly fake information in educational and scientifc works.

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The authors declare that there are no conflicts of interest present.