Critical Thinking Tips - Evaluating Sources - Library Resources Home at Fox Valley Technical College Clarification What do you mean by ? Could you put that another way? Could you give me an example? Probe Assumptions What are you assuming? Probe Reasons and Evidence How do you know? Viewpoints or Perspectives Can anyone see this another way? Probe Implications and Consequences What are the consequences of your assumption? Questions About the Question Why is this question important? News Use Across Social Media Platforms 2017 As of August 2017, two-thirds (67%) of Americans report that they get at least some of their news on social media – with two-in-ten doing so often, according to a new survey from Pew Research Center. This is a modest increase since early 2016, when (during the height of the presidential primaries) 62% of U.S. adults reported getting news from social media. While a small increase overall, this growth is driven by more substantial increases among Americans who are older, less educated, and nonwhite. For the first time in the Center’s surveys, more than half (55%) of Americans ages 50 or older report getting news on social media sites. Furthermore, about three-quarters of nonwhites (74%) get news on social media sites, up from 64% in 2016. Twitter, YouTube and Snapchat have grown in share of users who get news on each site We first look at the share of each site’s users who get news there. More Americans now get news on multiple social media sites Demographics of social media news consumers
Searching the Deep Web - Bates InfoTips I recently developed a private workshop on how to find deep web resources on a specialized topic, and realized that the secret to finding information in the deep web is know that it’s a very different experience than searching the open web. While deep web content isn’t indexed by search engines, you can use search engines to find pointers, leads and links to deep web resources. Even more than with most “traditional” searches, looking for deep web content means thinking like a detective — looking for clues, using your peripheral vision to notice references or footnotes, and knowing when to step back and reassess. Following are some of the key approaches I recommend for finding deep web content on a particular topic. Use a search engine to find a page that is describing a relevant database by adding terms likely to appear the page. Look for a libguide or other finding tool developed by a librarian or info pro. Follow the bread crumbs.
Information Literacy and the role of public libraries - Libraries Taskforce [Editor’s note: guest post written by Jane Secker, chair of CILIP’s Information Literacy group, and Jacqueline Geekie, who represents public libraries on the group] The new CILIP definition of information literacy In April 2018 at the LILAC Conference in Liverpool, the CILIP Information Literacy Group launched the revised definition of information literacy (IL). “...the ability to think critically and make judgements about any information we find and use. Why we amended it The previous CILIP definition was devised in 2004 however the theory and practice of IL has evolved considerably and the group believed it was timely to undertake a review. We also wanted the definition to be relevant for everyone, as we all interact with information everyday, not just information professionals and certainly not just librarians in formal education roles in schools, colleges and universities. What we did What it now says Finally we highlight the role of Information professionals in supporting IL.
Information Literacy Assessment - LibGuides at West Chester University of PA There is a growing body of literature on the Framework. I've selected the following because I found them extremely helpful. Some do a good job explaining the Framework and how it differs from the Standards. Others deal with teaching and assessment under the Framework. Hofer, A. R., Townsend, L., & Brunetti, K. (2012). Townsend, L., Brunetti, K., & Hofer, A. A lot of the Framework was based on the work done by Hofer, Townsend, and Brunetti in these two articles. Foasberg, N. This article explains the philosophies upon which the Standards and Framework were created. Morgan, P. (2015). Morgan presents a critique of the use threshold concepts in the Framework. Beilin, I. (2015, February 25). While the Foasberg article summarizes critiques of the Standards, Beilin summarizes early critiques of the Framework. Bowles-Terry, M. & Kvenild, C. (2015). Jacobson, T. Carncross, M. (2015). Garcia, L., & Labatte, J. (2015).
Not all scientific studies are created equal - David H. "A popular study from the 1970s that helps sell millions of dollars' worth of fish oil supplements worldwide is deeply flawed, according to a new study being published in the Canadian Journal of Cardiology. The original study, by Danish physicians H.O. Bang and D.J. Evaluating Sources for Research By Caitlin Duffy Lesson Plan Grade Levels: 9–12 Objectives Students will gain skills evaluating the reliability of various types of resources. Total Estimated Class Time A single class period (approx. 45 mins.) Sequence of Activities Warm-Up Activity (10–15 mins.) Students independently respond to a Do Now prompt, such as one of the following, written on the board (or on a worksheet if needed): 1. a history textbook published in 1960 a Web site that has plenty of articles but no authors listed Entertainment Weekly magazine a peer-reviewed journal published by a university an electronic version of Hamlet that clearly displays its printed source material and the name of its editor a copy of the Declaration of Independence published by the National Archives 2. What are the resources you use when conducting research for an essay or class project? 3. Draw a picture of how conducting research for a school project makes you feel. “I Do” Activity (10–15 mins.) “We Do” Activity (10 mins.) Caitlin Duffy
Lynda.com Information Literacy (scan) How Information Works – OHIO University Libraries This summarizes the document, ACRL Framework for Information Literacy for Higher Education. Summary below by Sherri Saines. There is color version in PDF here: how_info_works There is also a longer version of this document here: How Info Works w Scales, This version includes “Gateway Scales.” These are almost-rubrics with differentiated levels from novice to expert information users. Authority Is Constructed and Contextual Who we trust as an expert depends on why we need the information & who’s doing the trusting.Authority exists because a community gives it to someone. Information Creation is a Process The way information is shared changes the way it is created, and vice versa.Good information can come in any format. Information Has Value Information is worth money. Research is Inquiry Research is seldom a straight line with an answer at the end. Scholarship is a Conversation Researchers talk to one another, even across the centuries, gathering new ideas into old questions.
On student scrutiny: two strategies We’re focusing a lot of attention these days of helping students determine credibility. For many of us, this is not a hot new topic. I dug around a bit and dusted off a couple of tools that, I think, stand the test of time. You are welcome to make copies and retool them for you own needs. This Current Events Analysis Scaffold forces thinking beyond the Ws. And then there’s my magic bullet. Evaluative, annotated works cited sections require and inspire the development of critical research and evaluation skills. Here’s the document we used to guide students through their annotations: Evaluative, Annotated Works Cited (High School) Annotations frequently include brief, two-sentence summaries. Check with your teacher to see which of the following elements you should include in your annotations: Author’s credentials (these may be contextual–relative to the format, situation or information need)Intended audience (For whom was this work produced and why?) Example of an evaluative annotation: Save
The Game of Research | UTC Library Summary This original board game teaches students about the research process in a fun and collaborative way. Time Required This activity takes 15-20 minutes depending on group size. Learning Objectives Students will be able to describe four steps in the research process. Materials Needed Game board Game pieces (player pieces, dice, topic cards, and money). Instructions Set up Load "Instructions" PowerPoint onto overhead projector. Downloads Basic Game of Research (zip file, for those who wish to print and play) Customizable Game of Research (zip file, for those who wish to modify the game)
Education Services - University at Buffalo Libraries Librarians from the University at Buffalo (UB) Libraries are active participants in building the information literacy competencies of students at the undergraduate, graduate, and professional levels. UB librarians work with faculty and teaching assistants to introduce research resources, consult on research projects, provide information literacy instruction, and integrate library resources into programs, courses, and curricula. Micro-CredentialsThe Advanced Information Literate badge is designed to build upon a student’s search skills and expertise in the information literacy concepts that underpin scholarship at a Tier 1 Research Institute. WorkshopsThe Libraries work with other areas on campus to offer workshops on a variety of subjects relevant to students, faculty, and staff.