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Web Literacy for Student Fact-Checkers – Simple Book Production

Related:  Week 12: Teaching/Coaching/Spreading the Word (*=Key reading)Week 10: Credibility/Authority (*=Key reading)Best Search Instruction SafariInformation LiteracyEducation Technologies

Standards for Distance Learning Library Services Approved by the ACRL Board of Directors, July 2008. Revised June 2016. Standards for Distance Learning Library Services Worksheet (.XLSX, 2018 Supplemental Worksheet) Contents Part I FoundationsExecutive Summary: The Access Entitlement PrincipleIntroduction: A Living DocumentAudienceDefinitionsChanging Nature of “Distance” Part II Fundamental RequirementsA Bill of Rights for the Distance Learning CommunityInstitutional RequirementsLibrary RequirementsAdaptations for Lack of Library FacilitiesGateway to Other ACRL Guidelines and StandardsDLS Bibliography

SIFT (The Four Moves) So if long lists of things to think about only make things worse, how do we get better at sorting truth from fiction and everything in-between? Our solution is to give students and others a short list of things to do when looking at a source, and hook each of those things to one or two highly effective web techniques. We call the “things to do” moves and there are four of them: Stop

Search Better: All About Online Search (Lisa R.) In this free lesson, you'll learn all about online search and what it means to use searching online to your advantage. Introduction to searching online In today's world, more and more things are done online. Even if you don't consider yourself a computer person, you now need computer skills in order to conduct research, shop online, keep in touch with family, and more. The ability to search for information online is one of the most important information literacy skills you can possess.

Getting Out of the Filter Bubble: Finding The Real You Online I recently had a great (and timely) conversation with one of the counselors from International School Manila at the EARCOS Teacher’s Conference in Kota Kinnabalu, Malaysia (check out all the resources from all of my sessions here). She said: “I wish there was a way to help students recognize what their online profile looks like to other people. They often think what they’re posting is great, but it can be hard for them to view it through someone else’s eyes.” The conversation was great because it’s such an important topic to highlight with students. 6 Storytelling Apps That Get English Language Learners Talking For English language learners (ELLs) in the classroom, speaking English in front of others — particularly native speakers — can cause tremendous anxiety. In fact, the dread of speaking can actually interfere with students’ ability to learn. Even with the most well-planned, immersive, real-world learning opportunities, the brains of students with high anxiety won’t be receptive to learning, according to Stephen Krashen’s “Affective Filter Hypothesis” (and the brain research that supports it). So how can we design speaking activities that don’t make our students’ hearts race and palms sweat? Digital storytelling can be an effective way for ELLs to practice speaking English without the stress of being “on stage.”

*Privacy, Consent, and the Virtual One-Shot – ACRLog (the current academic library situation) Guest poster Nora Almeida is an instruction and outreach librarian at the New York City College of Technology (CUNY) and a volunteer at Interference Archive. Nora researches and writes about critical pedagogy, social justice, neoliberalism, performance, and place. You can find her on twitter: @nora_almeida. In April 2020, when the City University of New York (CUNY) shifted classes and student services online, the one-shot library instruction sessions mostly stopped all together. I sent out a few emails during the early days of the COVID-19 lock down in NYC as I deleted most of the now obsolete notations in my calendar while doom-scrolling and listening to perpetual ambulance sirens. How Can School Librarians Teach Media Literacy in Today's Highly Charged Media Landscape? I have been thinking quite a bit about media literacy for a long time now, and I have noticed that my training and career as a school librarian have really impacted how I consume media. I’m not able to casually listen to news on the radio, view a political ad on television, see a billboard, or hear a coworker discuss the day’s events without filtering those messages through several lenses, most notably the CRAAP detector I most often taught my middle and high school students. Currency, Reliability, Authority, Accuracy, and Purpose are still my go-to means of determining the value of a particular piece of media, and I continually consider each aspect of media messages unconsciously as I move through my day.

Facilitating for The Messy Mind (Ryan) Short Description: Through a partnership between english composition and library faculty, a composition course focused on the exploration of discourse communities and led to student engagement with the ACRL frames, authority is constructed and contextual and scholarship as conversation. The faculty aimed to incorporate components of contemplative pedagogy into the course through the use of highly-facilitated classroom discussions to tackle the messy mind. These facilitated activities tasked students explicitly with exploring types of authority and author credibility while implicitly guiding them through mindful speaking and listening behaviors. Learning Outcomes: Course Context (e.g. how it was implemented or integrated):

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