The student who is information literate evaluates information critically and competently”
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Evaluating Information: An Information Literacy Challenge | American Association of Sch... - 1 views
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critical thinking as including evaluation among several other higher-order thinking processes (Cromwell 1992; Ennis 1989; Paul 1992)
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rom least to most sophisticated, knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al. 1956).
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a person browsing the Web for entertainment will probably be less likely to evaluate displayed information than a consumer searching for car-buying information.
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Evaluation is defined as the making of judgments about the value, for some purpose, of ideas, works, solutions, methods, material, etc. It involves the use of criteria as well as standards for appraising the extent to which particulars are accurate, effective, economical, or satisfying
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two major strands of research usually labeled “metacognition.” One concerns knowledge about thinking, whereas the other concerns regulation of thinking and learning
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that some people by nature are more likely to evaluate; that people criticize most ideas as a matter of course; and, conversely, that people must be selective about the ideas they choose to criticize. It seems most likely that the strength of critical disposition varies among individuals, but also that it varies within the same individual from situation to situation.
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Signals are the specific thoughts that launch the evaluation process, a recognition that something may be wrong with the information
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an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity”
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The bridge between deliberation and decision (the next component of the evaluation process) is a synthesis of partial conclusions
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Western cultures tend to encourage critical thinking and argumentation while Eastern cultures may discourage criticism of other people and their ideas
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the user must decide consciously or unconsciously what kind of problem is under study before evaluation can proceed
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found that individuals in their studies accepted misinformation without question. Students unsure of the correct answer on a true-false examination are more likely to mark a false item as true than they are to mark a true item as false
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four sections suggest factors that may contribute to an understanding of gullibility and simultaneously demonstrate some common problems with the evaluation process.
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. The research discussed in this section supports the conclusion that children are more vulnerable to evaluation problems than adults. Reasons for this vulnerability almost certainly include lack of education and prior knowledge and a natural tendency to believe what they see and what they are told by authority figures.
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Epistemology is a branch of philosophy dealing with the nature of knowledge and the sources of knowledge
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ssumptions when they assert that reflective judgment “cannot be applied if the individual fails to recognize that a problem exists and that this recognition itself is predicated on other assumptions about knowledge” (
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“an individual’s epistemological assumptions directly affect which criteria he or she will consider when evaluating two or more systems” (King
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effect of mood and emotions on thinking in the areas of impression formation, judgment, and reasoning. Because it is a similar cognitive proce
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es indicate that under tightly controlled, narrowly defined conditions, negative moods promote better reasoning than positive moods. Negative-mood subjects appear more careful and analytic (Bless and Fiedler 1995), more consistent (Fiedler 1988), and have better recal
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A person who is feeling happy will be more likely than at other times to reduce the load on working memory: to reduce the complexity of decision situations and the difficulty of tasks, by adopting the simplest strategy possible, considering the fewest number of alternatives possible, and doing little or no checking of information, hypotheses, and tentative conclus
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wledge may hamper the evaluation process, as when people ignore new information conflicting with belie
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Students should be brought to the understanding that while it is impossible to have domain knowledge about all topics, it is important to build knowledge in selected areas to help with important decisions and projects.
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Ensure that cause is clear. Research shows that people evaluate more effectively if causes are revealed, where available (Anderson 1982). Students should practice formal argumentation, which involves the evaluation
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In a daily 15-minute exercise, children should find problems such as inconsistency or exaggeration in a short piece of curriculum-relevant text
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When a skill is introduced, or when students seem to be having inordinate difficulty, teachers and school library media specialists can reduce cognitive load by breaking the skill down into smaller parts (Markman 1981), and by beginning new skills in familiar contexts (Flavell 1981). For example, in distinguishing between fact and opinion, students can first seek cue words like “I think . . .” and “I feel .
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It is not possible to evaluate all information. Teach students to respond to signals and doubts that occur as they read. Also, provide examples of specific situations that often involve misinformation, such as fake Web sites.
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valuation strategies one or several at a time over a span of years. Evaluation is much too difficult a process to be taught in one unit. The library media specialist may be the only professional in the school who can assure that this ability is developed in all students over the course of their schooli
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on evaluation is important to the individual, to the educational establishment, and to society. For individuals, evaluation is a crucial life skill and a basis for lifelong learning. It is required in decision making and imparts a feeling of self-esteem through control. Evaluation is important to the educational establishment, because critical thinking is arguably one of the most important of all educational outcomes for students (Engeldinger 1991). Finally, society must critically evaluate information to establish a public demand for high information quality.
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Evaluation consists of a number of component processes, including metacognition, goals, personal disposition, signals (which initialize an evaluative episode), deliberation, and decision. Research sho
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What role does the library media specialist play in this process? The purpose of this article is to describe some of the challenges of evaluating information and to propose answers to these questions.
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Educational Technology Guy: 10 Important Skills Students need for the Future - 2 views
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Here are the skills:Sense-making. The ability to determine the deeper meaning or significance of what is being expressedSocial intelligence. The ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactionsNovel and adaptive thinking. Proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-basedCross-cultural competency. The ability to operate in different cultural settingsComputational thinking. The ability to translate vast amounts of data into abstract concepts and to understand data-based reasoningNew-media literacy. The ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communicationTransdisciplinarity. Literacy in and ability to understand concepts across multiple disciplinesDesign mind-set. Ability to represent and develop tasks and work processes for desired outcomesCognitive load management. The ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniquesVirtual collaboration. The ability to work productively, drive engagement and demonstrate presence as a member of a virtual team
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100 Tips, Tools, and Resources for Teaching Students About Social Media | Teaching Degr... - 1 views
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The following tips, tools, and resources can assist any teacher with the basics about social media and ways to share that information with students.
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Learning and Teaching Information Technology Computers Skills in Context - 0 views
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There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis.
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Successful integrated information skills programs are designed around collaborative projects jointly planned and taught by teachers and library media professionals. Information technology skills instruction can and should be imbedded in such a curriculum. Library media specialists, computer teachers, and classroom teachers need to work together to develop units and lessons that will include both technology skills, information skills, and content-area curriculum outcomes.
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Students need to be able to use computers and other technologies flexibly, creatively and purposefully. All learners should be able to recognize what they need to accomplish, determine whether a computer will help them to do so, and then be able to use the computer as part of the process of accomplishing their task. Individual computer skills take on a new meaning when they are integrated within this type of information problem-solving process, and students develop true "information technology literacy" because they have genuinely applied various information technology skills as part of the learning process.
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Maslow's Hierarchy of needs & Social Media #RapidBI - Ecademy - 1 views
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#EdReach Chat - EdReach - 1 views
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We are now in 2012, and the 21st Century is totally upon us. The 20th Century, to be honest, is not even in the rear view mirror anymore. Blogging, flipped classrooms, iPads, mobile learning- these topics dominate the airwaves of education news and technology blogs. With the announcement of the iBooks textbook initiative by Apple, we are entering a true era of Minority Report-style media consumption.
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Taking the time to master these tools is not something that can be done in a 30 minute prep session before school. Mastering the education tools of this century takes a commitment to breaking down the proverbial walls of what a teacher used to be. Mastering these new teacher processes takes letting go of the idea that your day will end when you leave the brick and mortar.
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News Literacy: How to Teach Students to Search Smart - 2 views
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Best content in ADE634 | Diigo - Groups - 0 views
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Overall, we were surprised by what we found. In the broadest sense, our findings led us to conclude that what the media has dubbed the "multitasking generation" surely exists, but it may not be as fractured or haphazard in its working habits as we have been led to believe.39 That is, our findings suggest this moniker, in general, may not always apply in some locales and under certain circumstances.
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Overall, we found most respondents (85%) could be classified as "light" technology users. These were students who used "only" one or two IT devices primarily in support of coursework and, to a lesser extent, communication. The most frequent combination (40%) of devices being used was a cell phone (including smart phones) with a personally owned laptop computer while they were in the library. In stark contrast, only 6% of the sample could be classified as "heavy" technology users.
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The 21st century skills teachers should have - 0 views
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With the advance of technological innovations into our lives , education has been radically transformed and teachers who do not use social media and educational technology in thier teaching no longer fit in the new system.
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Information Literacy - 0 views
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In today’s technology-rich environment, physical access to information has never been easier. Intellectual access however, can be denied to the student who does not possess the cognitive strategies for selecting, retrieving, analyzing, evaluating, synthesizing, creating, and communicating.
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The accepted definition of literacy has evolved from being able to read and write to the expanded and more elaborate ability to address the practices and outcomes of education in the Information Age. Literacy is referred to in different terms: math literacy, reading literacy, media literacy, print literacy, visual literacy, cultural literacy, computer literacy. Each literacy prescribes a particular process by which that content area can be more easily negotiated. But there is one -- Information Literacy -- under which all the other literacies reside because it is a tool of empowerment. Students who possess information literacy have a heightened capacity for doing meaningful, relevant work. "Regardless of where information literacy skills are employed, they are applicable in any school, play, or work situation."
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From linear to hypermedia learning - Students move back and forth between information sources in an interactive and non-sequential way. From direct instruction
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to construction and discovery - Instead of absorbing knowledge as it’s delivered by a teacher, the student constructs new knowledge. He learns by doing.
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From teacher-centered to learner-centered. - Focus is on the learner, not the delivery-person. Instead of transmitting information, the teacher now creates and structures what happens in the classroom.
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From absorbing pre-selected facts to discovering relevant information - This demands higher-order thinking skills such as analysis and synthesis. From school-based to life-based learning - A learner’s knowledge base is constantly revised through life experiences, and schools can prepare students for this eventuality. From uniform instruction to customized learning - Students find personal paths to learning. From learning as torture to learning as fun - The student is motivated to learn, and feels more responsible for his progress. From teacher as transmitter to teacher as facilitator.
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When technology is responsibly and effectively used in the classroom, students learn faster and in more depth.