Hirsch, FML. There were even references on some sites to a “Wild Haggis Conservation Society”.
But as the handbook discusses, this isn’t necessarily meaningful. I had domain knowledge but not epistemological familiarity.
But we haven’t given them this, we’ve given them high level abstract concepts that never get down to the ground truth of what’s going on. One will learn how to think scientifically, mathematically, historically, and so on. We’re currently trying to write an information literacy curriculum that would go from K-12 and you raise many of the questions that we have been battling with, along with a few of our own. Honestly, that’s a far greater web literacy problem than applying “currency” to Wikipedia articles. And that’s what would make any informed viewer look a bit more deeply at it, not RADCAB analysis, not CRAAP, and not some generalized principles.
We’re amazed that they believe that long ago a common cephalopod ancestor split off into two branches, one in the ocean, and one in the forest, and they evolved in approximately the same way in polar opposite environments. * How do we manage the school political climate so that IL is embedded in project based learning, embedded in assignments, embedded in teaching and learning? Higher ed builds itself on generic skill building: I would like to point out that one of your first examples contains text that should set off alarms in the mind of anyone with a little “digital literacy” of the generic kind.
And maybe googling “Fukushima Flowers” doesn’t give you good sources. And I think what we find when we look at the work of real-life fact-checkers is that this process shifts based on what you’re looking at, so the process has to be artifact-aware: This is how you verify a user-generated video for example, not “here’s things to think about when you evaluate stuff.”. Which are right-wing and which are left wing? The radical idea I’d propose is that someone would tell you these things, the secret knowledge that allows web literate people to check these things quickly. The photo is real, and it’s from an area around Fukashima. Finally, the organization this webpage is associated with is the “Kelvinic University branch of the Wild Haggis Conservation Society” (noted all the way at the bottom of the site). Social media is not trustworthy! The purpose of this activity is to prove (or disprove) the validity of the Pacific Northwest Tree Octopus and the website affirming it. They apply their abstract reasoning skills, to disappointing results: On the other hand, nearly 40% of students argued that the post provided strong evidence because it presented pictorial evidence about conditions near the power plant. They don’t know the who gold/prepper/cash thing. I like how that collapses the content-community dichotomy that many of us (myself included, for sure) in the Open Ped movement get a little stuck in. How are you supposed to know this stuff? Web and digital literacy are both domain-specific and cross-domain, like writing or speaking, which is one reason this stuff is hard to think about. To the Tree Octopus, my friends! For some strange reason, there is no link to this university though – odd.
We must build our student’s general critical thinking skills!
In doing so we find out this is resident of the Fukushima area who has been trying to document possible effects of radiation in their area.
They need to know how to scope a search, and recognize the common term for this policy area is “gun control”. That’s weird, and worth looking into. Consider this question: you get a video like this that purports to have taken place in Portland, July 2016, where a man pulls a gun on Black Lives Matter protesters.
Visit their webpage at.
One of the librarians there called me into a meeting.
Can you find this information on any other dictionary site?
Consider the Fukashima Flowers task from the same study: My first thought on this is not “Is this good evidence?” My first thought is “Is this a hoax?” So I go to Snopes: And there I get a good overview of issue. Journalists often have to verify material under tight deadlines. Change ), You are commenting using your Twitter account. In checking how Haggis is made I actually did come across a few hilarious sites about one rather fantastic and doubtful suggestion as to its origin. This can be combined with tweets and data from local weather forecasters, as well as other uploads from the same location on the same day, to cross-reference weather. Now I know people believe a lot of the stuff they read online, but I really wonder how many people would but this? They need to know to click the link. No, of course not. One of the problems I’ve had for a while with traditional digital literacy programs is that they tend to see digital literacy as a separable skill from domain knowledge. For those of you who’d like to hear or read the poem here is the link to the BBC website which has the text as well as an audio file of the poem being read by John Gordon Sinclair: An Address to a Haggis. That sounds weird, but again, consider that most of these students couldn’t figure that out. “Cable Green advocates for an open license for all publicly funded educational resources. I know little things, like the word “Orwellian” is a judgmental word not usually found in straight news headlines. Pondiscio then applies the RADCAB method to a popular assignment of the time. I didn’t sit down to write a 5,000 word post, and yet I’m feeling I’ve only scratched the surface here. Here’s how they struggled: An interesting trend that emerged from our think-aloud interviews was that more than half of students failed to click on the link provided within the tweet. Hirsch.
But when it first came out, what were some tricks of the trade?
The recency of the edit, especially from an anonymous source, makes this a questionable source at this particular moment. Pingback: “Fake News” and the Issue of Trustworthy Sources in General | Reliable Source (This is a), Pingback: Information Literacy and Fake News | ACRLog, Pingback: 2 Persistent Myths About Teaching and Learning - Teaching in Higher Ed, Pingback: Feminist Data Visualization, SelfieCity & Other Links – Digital Humanities 2.0, Pingback: CRAAP and PECC | Reliable Source (This is a), Pingback: digital literacy: how to increase our literacy, Pingback: Teaching in A Digital Age: A conversation of sorts | Upstream Downstream, Pingback: How “News Literacy” Gets the Web Wrong | Hapgood, Pingback: Round Table Discussion: The Great CRAAP Debate | You're Not Listening, Marian, Pingback: Week 6: Critical Thinking & Information Literacy – T.A.T.Too, Pingback: Tip of the Week: 6 strategies your students can use to combat fake news | History Tech, Pingback: From the Inbox – Latin, Classics, and Education in the 21st Century, I have noticed you don’t monetize your page, don’t waste This can sometimes mean that video appears to have been uploaded before an event took place.
I do think our web search and evaluation lessons should include a toolbox to check for hoaxes and if you ever come up with a list can you please share it as I would definitely be using it within our secondary schools here. | Keller Ed, Digital Literacy & Critical Searching – [ALTHIRDGRADE], Yes, Digital Literacy. And it took two seconds to check.
Is it because of Relevance, or Currency? The solution, they wrote, was to have students read the web like fact-checkers. Incidentally, in a tribute to the efficiency of Wikipedia, this edit that asserts the Tree Octopus is real is up for less than 120 seconds before an editor sees the prank and reverts it. But ultimately the two things that are going to get you an answer on Fukushima Flowers are digital fact-checking strategies and some biology domain knowledge. Further, the student would understand basic things like “How web sites make money” so they could understand the incentives for lies and spin, and how those incentives differ from site to site, depending on the revenue model. But I’ve already got a better foothold on this by following the admonition “Check Snopes first” than any acronym of abstract principles would give me. But Which One?
* How many teachers who are not teacher-librarians or information literacy trained are actually capable of doing this stuff? Do we need more CRAAP? * How do we as librarians curate digital resources like we’ve always curated a library collection without “spoon feeding” so that students are incapable of getting to good sources on their own over time? That FEMA banner is a red flag to me that this site is for people that buy into deep right wing conspiracies that the Obama Administration is going to round conservatives up into FEMA prison camps.
This is Wikipedia, of course: Looking at this we can see that this page has had a grand total of seven characters changed or added in the past six months, and almost all were routine “bot” edits. The curriculum is already overloaded because our Research Writing class was eliminated and the course outcomes folded into the Argumentation class. and links to the scientific-sounding ”Cephalopod News.”. Change ), You are commenting using your Google account. But the consensus view in psychology is that these skills are gained mainly through broad knowledge of a domain. And when we do that we a screen cap of a Twitter image that is older than the picture we are looking at and uses Japanese, which, lets face it makes more sense: (BTW, notice that to know to look for Japanese we have to know that the Fukushima disaster happened in Japan. But let me tell you what is about to happen. In reality, most literacies are heavily domain-dependent, and based not on skills, but on a body of knowledge that comes from mindful immersion in a context.
And it turns out the weather fits! Is information clearly presented? Through a general skills checklist?
Robert Pondiscio, who works with Hirsch, shows specifically how this maps out in information literacy.
Without those you’re going nowhere. Then compare this to the Rutgers University website: http://www.rutgers.edu/. I want something that recognizes that domain knowledge is crucial to literacy, something that puts an end to helicopter-dropping students into broadly different domains. Now I know people believe a lot of the stuff they read online, but I really wonder how many people would but this? The lack of educational resources remains one of the major problems in the world. You put the data through the critical literacy process and out comes useful information on the other side. And again, you found it was labelled a hoax there: Well, to be extra sure, you’d click the history and see if there were any recent reversions or updates, especially by anonymous accounts. Intellectual skills tend to be domain-specific.
| Collective Wisdom, Pingback: 2016, Rest in Pieces – Emily Grace Le May, Pingback: What I’m reading 19 Dec 2016 through 2 Jan 2017 | Morgan's Log, Pingback: It’s time to upgrade our CRAAP detectors | Bryan Alexander. It includes specific hacks to do reverse image searches to see if an image is real, using specific software such as TinEye or Google Reverse Image Search.
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