NAMLE: Coronavirus Resources We’ve curated a collection of resources exclusively from our Organizational Partners designed to support educators, parents, and students during the pandemic lockdown. Misinformation Resources Coronavirus Misinformation Tracking Center NewsGuard’s new Coronavirus Misinformation Tracking Center ranks and lists news and information sites in the United States, United Kingdom, France, Italy, and Germany that have published false information about the virus. Get Smart about COVID-19 Misinformation As part of an effort to combat misinformation about COVID-19 and the new strain of coronavirus that causes it, the News Literacy Project created this resource page to provide accurate information about the pandemic and free resources to educators and the general public. COVID-19: Fact and Fiction In this article, Bites Media breaks down what COVID-19 is, why it matters, and dispels some common myths about the virus. Educator Resources How Teachers Can Navigate School Closures Due to the Coronavirus
WHO: Let’s flatten the infodemic curve We are all being exposed to a huge amount of COVID-19 information on a daily basis, and not all of it is reliable. Here are some tips for telling the difference and stopping the spread of misinformation. Due to COVID-19, most of us have a new word in our vocabulary: epidemiology. As humans, we are a curious and innovative species. But it is not only scientific studies. All of this is called the infodemic: a flood of information on the COVID-19 pandemic. « Le fact-checking » suffit-il à garantir une objectivité journalistique ? Les médias mettent en avant la vérification des faits (« fact checking ») face aux fausses informations (« fake news »). Ils questionnent moins souvent la façon dont les récits sont élaborés (« storytelling »). Quelle pourrait-être la méthode pour construire un discours journalistique objectif et impartial ? Chacun a entendu parler des fake news, qui seraient supposément propagées par les réseaux sociaux. Nombreux sont les médias qui s’équipent de cellules de « fact checking » censées les contrer. Trois normes sont centrales, en réalité : l’objectivité, la neutralité et l’impartialité. Vérifier les faits, oui mais lesquels ? Face aux « fake news », la réponse la plus courante consiste à « vérifier les faits ». Ne montrer que les points de deal, dans une cité, n’est pas plus neutre que de ne montrer que le chômage massif qui pousse les jeunes vers l’argent facile. Une autre réponse est possible. La méthode des juges Comparons avec ce qui se passe dans un tribunal.
Sifting Through the Pandemic – Information hygiene for the Covid-19 infodemic factitious PIL: information literacy in the age of algorithms: Student experiences with news and information, and the need for change Big Tech’s Pandemic Power Grab - The Atlantic In the years before the virus, critics began to prophesy that a handful of tech companies would soon grow more powerful than the government. Their scale and influence, and their ability to manipulate public opinion and shape markets, would permit them to reign unimpeded. That warning, however dark, didn’t quite capture the emerging strategy of these firms—a strategy that was in fact taking shape before the pandemic began—or the graver threat they pose. Rather than supplanting government, they have, in essence, sought to merge with it. Facial recognition has always troubled people of color. Black and brown communities are often the first to warn about surveillance tech and the last to get recognized for it. Our reponse to the European Commission’s consultation on AI – AlgorithmWatch Engines of Order | Amsterdam University Press Microsoft Won’t Sell Face Recognition Software to Police - Bloomberg Microsoft Corp.
Isn't it time to stop Wikipedia shaming? - NeverEndingSearch I am currently working on a research project with partners from the University of Florida and OCLC. Researching Students’ Information Choices (RSIC), our IMLS-funded study, uses simulated Google result lists to examine what happens when student researchers make real-time search engine result page decisions. I thought I’d share some of our preliminary findings. This post looks at a progression of student thinking (and questioning) about the value of Wikipedia as they move across educational stages. Our study examined the behaviors and choices of 175 student participants, across six educational stages, as they engaged in four tasks in response to a grade-appropriate science research prompt. The tasks: Among the results common to the choices presented to all students in the study was a Wikipedia article on the subject of the simulation, the impact of the Burmese Python on the habitat of the Everglades. Wikipedia: Helpfulness vs. citability across the grade-level cohorts (RSIC Study) Okay. Okay.
Advertising vocab > TAGLINE vs SLOGAN Brand recognition equals value. That is why companies spend millions of dollars on advertising to increase their brand awareness. It doesn’t matter what kind of company you own, you want your brand to be the one people remember. You may have a unique brand name and a great logo, but you also need something to make your brand stick. You need to create a tagline and slogan. Your name, logo, tagline and slogan all work together to deliver one cohesive message that communicates your company’s value. Taglines vs. When you look at Merriam-Webster’s definitions for tagline and slogan, you will notice that there is very little difference between the two. Definition of Tagline a reiterated phrase identified with an individual, group, or product : SLOGANa final line (as in a play or joke) especially : one that serves to clarify a point or create a dramatic effect Definition of Slogan Although taglines and slogans are both short and used to identify your brand, they are different. Examples