Teaching Information Literacy Now
Last week, a new study from Stanford University revealed that many students are inept at discerning fact from opinion when reading articles online. The report, combined with the spike in fake and misleading news during the 2016 election, has school librarians, including me, rethinking how we teach evaluation of online sources to our students. How can we educate our students to evaluate the information they find online when so many adults are sharing inaccurate articles on social media? While social media isn’t the only reason for the surge in fake news over the last 10 years, it’s certainly making it harder for information consumers of every age to sort through fact and fiction. As articles about the Stanford study get shared around Facebook, I have two thoughts. One, I have to teach this better. In follow-up lessons, we use the CARS strategy to evaluate other websites in order to rank their usefulness. Rethinking how we teach evaluation Read laterally. Keep it non-political.
Related: edWebet #75 - Digital Literacy
• Coaching Students in Higher Education
• Digital, Media, and News Literacy (Part II)
• Information and Digital literacy (including Copyright)