You might think that I would respond by saying, "A great library is a great big library." But actually, I think a great library is one that stimulates curiosity.
critical thinking as including evaluation among several other higher-order thinking processes (Cromwell 1992; Ennis 1989; Paul 1992)
rom least to most sophisticated, knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al. 1956).
a person browsing the Web for entertainment will probably be less likely to evaluate displayed information than a consumer searching for car-buying information.
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
two major strands of research usually labeled “metacognition.” One concerns knowledge about thinking, whereas the other concerns regulation of thinking and learning
reader’s purpose
he cognitive strategies chosen and level of engagement depend largely upon this goa
At the end of an evaluative episode, a decision or judgment often occurs
lack of motivation may decrease evaluation accuracy.
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.
Signals are the specific thoughts that launch the evaluation process, a recognition that something may be wrong with the information
feeling[s]” of “vague puzzlement”
Bloom’s Taxonomy
an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity”
logic and reasoning skills.
The bridge between deliberation and decision (the next component of the evaluation process) is a synthesis of partial conclusions
“reflection”
Contextual Factors
The importance of context
Western cultures tend to encourage critical thinking and argumentation while Eastern cultures may discourage criticism of other people and their ideas
less time spent deliberating will lead to lower-quality decisions
Problem structure. An important aspect of the evaluation process is the type of problem involved
human beings are, in fact, more gullible than they are suspicious”
Processing depth
Summary of contextual factors
the user must decide consciously or unconsciously what kind of problem is under study before evaluation can proceed
Influences to Evaluation
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
four sections suggest factors that may contribute to an understanding of gullibility and simultaneously demonstrate some common problems with the evaluation process.
The Development Continuum
he ability to evaluate increases with age
Education
school-aged children do not find inconsistencies well if they are not primed to seek them
Flavell postulates that a major difference between children and mature thinkers involves goals
. 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.
The Epistemology Continuum
Epistemology is a branch of philosophy dealing with the nature of knowledge and the sources of knowledge
the beliefs that people hold about how we come to know what we know.
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” (
“an individual’s epistemological assumptions directly affect which criteria he or she will consider when evaluating two or more systems” (King
The Affect Continuum
effect of mood and emotions on thinking in the areas of impression formation, judgment, and reasoning. Because it is a similar cognitive proce
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
n the other hand, happy-mood people do not differentiate well between strong and weak arguments
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
wledge may hamper the evaluation process, as when people ignore new information conflicting with belie
he Prior Knowledge Continuum
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.
Research projects should culminate in the production of different types of media.
There is no better way to practice evaluation than to perform research regularly and intensely.
f evidence
They should also switch sides and argue opposite positions
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
In a daily 15-minute exercise, children should find problems such as inconsistency or exaggeration in a short piece of curriculum-relevant text
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 .
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.
boratively implemented by both school library media specialists and teach
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
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.
Evaluation consists of a number of component processes, including metacognition, goals, personal disposition, signals (which initialize an evaluative episode), deliberation, and decision. Research sho
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.
These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas.
Information literacy has been known by many different names: library orientation; bibliographic instruction; user education; information skills training. Each has built on the other. Library orientation concentrates on how to use a physical building and bibliographic instruction and user education on the mechanics of using particular resources. Information skills training and finally information literacy concentrates on cognitive and transferable skills, such as problem solving, evaluation and communication skills.
This is just what I needed to understand #infolit jajajaja
Abstract
According to the American Library Association (ALA), an information literate person is able to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." The acquisition of information literacy skills is an important step in developing life-long learners in an increasingly complex, technology-based learning environment.
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.
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.
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.
When students are aware of their shortcoming, they tend to become self-conscious and put on a defense mechanism to avoid further embarrassment, by not seeking for help. Such actions prevent them from moving up to grade level. This articles suggests ways to avoid and help students who are in such situations.
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.
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.
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.
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.
Very useful. pre-made PDF quizzes designed to help teachers understand their students' understanding of Information Literacy. Excellent for the classroom or library!