How to teach your students about fake news | Lesson Plan | PBS NewsHour Extra Fake news is making news, and it’s a problem. Not only did a BuzzFeed data analysis find that viral stories falsely claiming that the Pope endorsed Donald Trump and that Hillary Clinton sold weapons to terrorists receive more Facebook attention than the most popular news stories from established news outlets, but a false story about child trafficking in a Washington, D.C. pizza restaurant inspired a North Carolina man to drive 5 hours with a shotgun and other weapons to investigate. This lesson gives students media literacy skills they need to navigate the media, including how to spot fake news. Subjects Social studies, U.S. government, civics, journalism Estimated Time One 50-minute class Grade Level Introduction A recent study by Stanford University found an overwhelming majority of students were not able to tell the difference between so-called fake news and real news. Procedure Essential question What media literacy skills do students need to evaluate the reliability of a news source?
10 Hilarious Hoax Sites to Test Website Evaluation In this day and age, where anyone with access to the internet can create a website, it is critical that we as educators teach our students how to evaluate web content. There are some great resources available for educating students on this matter, such as Kathy Schrock’s Five W’s of Website Evaluation or the University of Southern Maine’s Checklist for Evaluating Websites. Along with checklists and articles, you will also find wonderfully funny hoax websites, aimed at testing readers on their ability to evaluate websites. These hoax sites are a great way to bring humor and hands-on evaluation into your classroom, and test your students’ web resource evaluation IQ! Check out these 11 example hoax sites for use in your own classrooms: Of all of these, my favorite is always the Dihydrogen Monoxide website, which aims to ban dihydrogen monoxide and talks in detail about its dangers. Happy hoax-hunting! Like this: Like Loading...
Information Literacy - Academic Skills - LibGuides at Edith Cowan University The American Library Association defines "information literacy" as "a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." (Association of College and Research Libraries: Information Literacy Competency Standards for Higher Education). Information Literacy and Higher Education: As stated in the CAUL Information literacy standards: "Developing lifelong learners is central to the mission of higher and other educational institutions, and is increasingly reflected in descriptions of graduate qualities. Secondary Education: W.A. Students demonstrate information literacy skills when they: References: American Library Association, Association of College & Research Libraries. (2000). Bundy, A. Council of Australian University Librarians. (2001). Western Australia.
Higher Education Where does information literacy fit within Higher Education? The term “information literacy” is widely accepted in Higher Education (HE). Initially the term “information skills” was used, however, this was felt to be too mechanistic and tended to only represent the ‘behaviours’ associated with information literacy, such as knowing how to use various tools, rather than attitudes and ways of thinking. In HE the primary purpose of information literacy interventions is to enable students to independently seek information and use it appropriately and conform to academic information norms. Diverse customers One of the challenges of developing information literacy in the HE environment is the diverse audience. In addition to subject diversity there is also level. Approaches to teaching information literacy It has been challenging for librarians to introduce IL training into the HE environment. IL interventions take many forms. What can you do?
Homework Center: Finding Information on the Internet: Evaluating Web Information Evaluating Web Information by Pearson Education Development Group There is a wide variety of information available on the Web, making it one of the most powerful tools for doing research. But unlike most other traditional forms of information, no one is required to check Web information before it is posted and made public. As a result, the quality of information on the Web ranges from very high to very poor. It's up to you evaluate, or judge the value of, the information you find on the Web to make sure if it seems trustworthy. Domain Names The first step in evaluating Web information is to know the kind of site you are accessing. .edu educational site (universities and colleges) .com commercial business site .gov U.S. non-military governmental site .mil U.S. military site .net networks and internet service providers .net networks and internet service providers .org U.S. non-profit organizations You can generally expect the information on .gov and .mil sites to be accurate. Accuracy
List of computing and IT abbreviations From Wikipedia, the free encyclopedia This is a list of computing and IT acronyms and abbreviations. 0–300[edit] /. A[edit] B[edit] C[edit] D[edit] E[edit] F[edit] G[edit] H[edit] I[edit] J[edit] K[edit] L[edit] M[edit] N[edit] O[edit] P[edit] Q[edit] R[edit] S[edit] T[edit] U[edit] UAAG—User Agent Accessibility GuidelinesUAC—User Account ControlUART—Universal Asynchronous Receiver/TransmitterUAT—User Acceptance TestingUCS—Universal Character SetUDDI—Universal Description, Discovery, and IntegrationUDMA—Ultra DMAUDP—User Datagram ProtocolUEFI—Unified Extensible Firmware InterfaceUHF—Ultra High FrequencyUI—User InterfaceUL—UploadULA—Uncommitted Logic ArrayUMA—Upper Memory AreaUMB—Upper Memory BlockUML—Unified Modeling LanguageUML—User-Mode LinuxUMPC—Ultra-Mobile Personal ComputerUNC—Universal Naming ConventionUPS—Uninterruptible Power SupplyURI—Uniform Resource IdentifierURL—Uniform Resource LocatorURN—Uniform Resource NameUSB—Universal Serial Bususr—userUSR—U.S. V[edit] W[edit] X[edit] Y[edit] Z[edit]
Information Literacy Weblog How to Search on Google: 31 Advanced Google Search Tips If you’re like me, you probably use Google many times a day. But chances are, unless you're a technology geek, you probably still use Google in its simplest form. If your current use of Google is limited to typing in a few words and changing your query until you find what you’re looking for, then I’m here to tell you that there’s a better way -- and it’s not hard to learn. On the other hand, even if you are a technology geek and can use Google like the best of them already, I still suggest you bookmark this article of advanced Google search tips. For even more Google tips, download our free guide here. The following advanced Google search tips are based on my own experience and things that I actually find useful. Here's an overview of some of the most useful Google search tricks. Step 1) Explicit Phrase Let's say you're searching on Google for content about inbound marketing. Example Search: "inbound marketing" Step 2) Exclude Words Example Search: inbound marketing -advertising
Information Literacy Resource Definitions Free Technology for Teachers Handouts, Worksheets, & Activities for Information Literacy | Indiana University Libraries Teaching & Learning Department I Services Handouts: Information on key concepts & skills Worksheets: Exercises for students Activities: In-class activities to be facilitated by an instructor Additional Resources More about information literacy. Handouts Inquiry: Top 10 Research Tips for IU Students: Introduces key library resources and services From Topic to Research Question: Steps in developing a topic and research questions Narrowing a Topic: Steps in exploring and refining a research topic Identifying Keywords: Tips on keyword searching in databases Basic Search Tips: Search strategies and ways to narrow/broaden a search Introduction to OneSearch@IU database: Tips for using this interdisciplinary database Evaluation: Evaluating Sources Rhetorically: Page 1: Questions for evaluating sources rhetorically; Page 2: Illustration of Bizup's BEAM model for rhetorical source use. Worksheets Activities Additional Resources