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. Until now, I have taught web evaluation the same way every year: I start by introducing students to the CARS method of web evaluation (similar to the CRAAP test), using tools to evaluate credibility, accuracy, reasonableness, and factual support. Rethinking how we teach evaluation Read laterally. Switch it up.
Truth, truthiness, triangulation: A news literacy toolkit for a “post-truth” world We were guaranteed a free press, We were not guaranteed a neutral or a true press. We can celebrate the journalistic freedom to publish without interference from the state. We can also celebrate our freedom to share multiple stories through multiple lenses. But it has always been up to the reader or viewer to make the reliability and credibility decisions. News literacy is complicated. Professional journalists themselves face new practical and ethical challenges relating to anonymity, privacy and safety, as well as reliability in their attempts to verify sources of breaking news from social media and user-generated content in all media formats. Even news that is vetted by editors and publishers sometimes emerges from that process a bit processed, perhaps leaning in a particular direction. And word choice itself is connected to truth. On news literacy In its glossary, Stony Brook University’s Center for News Literacy defines news literacy as: Our kids need new types of filters. Fake news
The Reference Framework of Competences for Democratic Culture (RFCDC) The Council of Europe Reference Framework of Competences for Democratic Culture (RFCDC) originates in an initiative from Andorra during its Chairmanship of the Council of Europe Committee of Ministers in 2013. The Framework is a set of materials that can be used by education systems to equip young people with all of the competences that are needed to take action to defend and promote human rights, democracy and the rule of law, to participate effectively in a culture of democracy, and to live peacefully together with others in culturally diverse societies. It is intended for use by education policy makers, especially those working within ministries of education, and by education practitioners in all sectors of education systems, from pre-school through primary and secondary schooling to higher education, including adult education and vocational education.
UNESCO launch Five Laws of Media and Information Literacy UNESCO (United Nations Educational, Scientific and Cultural Organisation) have launched their Five Laws of Media and Information Literacy. Their strategy aims to being together the fields of information literacy and media literacy into a combined set of knowledge, skills and attitudes required for living and working in the 21st century. Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It lies at the core of freedom of expression and information – since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content. Visit UNESCO’s website for more details, including translations of the Five Laws graph in French, Spanish, Chinese and Portuguese.
"The Past, Present, and Future of Media Literacy Education" by Renee Hobbs and Amy Jensen Abstract Media literacy education in the United States is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in education throughout the 20th century and the emergence of cross-disciplinary work at the intersections of scholarly work in media studies and education. Reflecting the emergence of a common ground for the field, the Core Principles of Media Literacy Education in the United States was created by a team of scholars and practitioners in 2007. Recommended Citation Hobbs, Renee and Jensen, Amy (2009) "The Past, Present, and Future of Media Literacy Education," Journal of Media Literacy Education, 1(1). 9,241 Downloads
Italy - Democratic Competences via Digital Channel (DCDC) Implementing organisation Nuova Associazione Culturale Ulisse, Italy Resource/publication to be used Developing democratic competences in the digital era Overall objective Spread knowledge about the RFCDC as a privileged didactic channel in the pandemic through digital tools. Specific objectives Empower teachers to use the RFCDC in didactic activities. Raise education stakeholders’ level of awareness about the role of Citizenship Education and the RFCDC and its use. Outputs/results The resource: “Developing Competences for Democratic Culture in the digital era Strategy Paper” (Council of Europe, October 2017) was translated into Italian. Library Grits: Repackaging skills There is a new frantic buzz going around IB schools "The Approaches to Learning". These have been around for a while in the IB documents, but they have been reorganised, repackaged and remarketed in the Primary and Middle years program, and introduced into the Diploma Program. To make their mark, the ATL skills have also been made a required specific teaching aspect of the IB curriculum. The ATL skills are not new skills, they are integral skills for students to master so they can actually do the tasks teachers ask them and expect them to do. ATL are deliberate strategies, skills and attitudes that permeate the IB teaching and learning environment. ATL supports the IB belief that a large influence on a student’s education is not only what you learn but also how you learn. Focus on ATL will improve the quality of teaching and learning across the programmes and may result in more engaged teachers and students. Why is this such a problem for some teachers? For example : communication ->
SCASL Fall 2017 by Editorial Chair - Flipsnack Some pages of this flipbook are locked due to the use of a mandatory form. CopyCopied Using free embed code, the flipping collection will display only 3 flipbooks, each limited at 15 pages/pdf. The other publishing options don't contain such limitations. Quarterly publication of the South Carolina Association of School Librarians.
IFLA. Come riconoscere le false notizie? — Biblioteca digitale Padova Le recenti disussioni in merito alla diffusione di notizie false attraverso i media hanno portato ad una rinnovata attenzione al ruolo delle biblioteche nell'educazione al pensiero critico, competenza fondamentale per il lettore che naviga tra molteplici fonti di informazione, on-line e cartacee. Per educare e sostenere il pensiero critico del lettore International Federation of Library Associations and Institutions - IFLA ha realizzato questa infografica (sulla base di un articolo pubblicato su FactCheck.org del 2016 "How to Spot Fake News" ) con otto semplici passaggi da compiere per verificare l'attendibilità di una notizia. IFLA ci invita a stampare, scaricare, e condividere l'infografica, perchè: "The more we crowdsource our wisdom, the wiser the world becomes."
O. Exercises & Handouts - Teach Information Literacy & Critical Thinking! Additional Useful Sites Active Learning Strategies, Western Washington University. Links to many useful sites, arranged in categories: Active Lectures, Case-Based Teaching, Motivation and Engaging Learners, and Problem-Based Learning. CORA: Community of Online Research Assignments. 2015. Loyola Marymount University Creative Techniques2011. MERLOT II: Multimedia Educational Resource for Learning and Online Teaching. 2016. News literacy tools: Advice, four sites and a new app (Swiipe) One of the reasons our students find and use news that is less than credible is that their news habits are less than energetic. Among the ten key trends Pew researchers gathered from among their research reports on social and news media were: Use of mobile devices for news continues to grow.Two-thirds of Americans (67%) get at least some news on social media. Social media and direct visits to news organizations’ websites are the most common pathways to online news.Online news that comes via emails and texts from friends or family is the type of news encounter most likely to result in a follow-up action. So, let’s work with the data to improve access, quality, and literacy. I don’t think it’s hard for us to work with K12 students to develop habits that allow them to more easily discover news and to develop habits that may be just a little smarter than those of the average bear. 1. But, how did I find these resources and feeds to subscribe to and embed? I exploited news portals like: 2. 3.
Metodo degli EAS e didattica inclusiva nella scuola delle competenze – Pedagogia più Didattica Teorie e pratiche dell’inclusione / Theories and practices of inclusion Simona Perfetti Professore Associato Sommario Il metodo degli EAS, Episodi di Apprendimento Situato, messo a punto da Rivoltella, dai ricercatori del CREMIT e dagli insegnanti dal 2014, si propone come un modello differente di far scuola. Parole chiave EAS, Inclusione, Scuola, Cooperazione Abstract The method of the EAS, Episodes of Sited Learning, developed by Rivoltella in 2014 together with CREMIT researchers and teachers, is proposed as a different model of schooling. Keywords EAS, Inclusion, School, Cooperation Introduzione La necessità educativa di portare avanti una riflessione su una metodologia di insegnamento innovativa come quella degli EAS, chiama in causa direttamente la crisi che da tempo sta attraversando l’istituzione scolastica. Di seguito la struttura dell’EAS:[2] Educare ai media. Una nuova idea di scuola. Come afferma Dovigo una didattica operativamente inclusiva, al di là dei presupposti teorici, implica