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"The Digital Literacy Contest ...a competition of database and Internet research skill. We created the DLC as a summer project in 2007. We were undergraduates at Purdue University. Since then, we've helped major universities across the country host the contest. We've tripled in size each semester because students and libraries love the DLC. University libraries host the DLC in university computer labs. Students logon to our web-based contest and compete to find information online using the internet and library databases. They must provide sources and the highest total score wins."

"Professor Michael Eisenberg Talks Critical Thinking Today Betsynote: I first ran into Professor Michael Eisenberg last fall when he was introduced to me by multiple folks - the MacArthur Foundation, local Seattle educators, and the NCCE conference organizers. When I chatted with him in his office (yes, I got lost, even though it was Mary Gates Hall as a landmark) I realized he had a long history of working with Internet literacy and critical thinking, and his pro-library/reference stance provided another insight into the discussion. He has his hand in many projects - university academia, educational research, his own company that creates educational resources, and a startup. Here's what he has to say on various issues around search and critical thinking…. Tell us a little about yourself and what you do now. I am currently Professor at the Information School of the University of Washington. I am the founding dean of the School, having stepped aside in 2006. I keep pretty busy these days-teaching (grads and undergrads); being principal investigator on 2 funded research projects - Project Information Literacy (funded by ProQuest and MacArthur), a large-scale study of the information habits of college students and Virtual Information Behavior Environments (funded by the MacArthur Foundation), studying information problem-solving in virtual worlds; giving numerous workshops and keynote presentations on information literacy, technology, and the information field; advising a number of doctoral students; and hanging out with my family, especially my 2 grandkids - ages 5 and 7."

"Mike Eisenberg Big 6 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) Posted on November 14th, 2007 in About Big6 by The Big6 Staff Mike Eisenberg is a teacher and mentor whose personal motto is, "make it better!" He is the founding dean of the Information School at the University of Washington, serving from 1998 to 2006. During his tenure, Mike transformed the unit from a single graduate degree program into a broad-based information school with a wide range of research and academic programs, including an undergraduate degree in informatics, masters degrees in information management and library and information science (adding a distance learning program and doubling enrollment), and a doctorate degree in information science. Mike's current work focuses on information, communications, and technology (ICT) literacy, information credibility, and information science education K-20. Mike is co-author of the "Big6 approach to information problem-solving" - the most widely used information literacy program in the world. Mike is a prolific author (9 books and dozens of articles and papers) and has worked with thousands of students-pre-K through higher education-as well as people in business, government, and communities to improve their information and technology skills. For more information about Mike Eisenberg here. Mike Eisenberg Dean Emeritus and Professor The Information School of the University of Washington Seattle, WA 98195-2840 Phone: (206) 616-115

"Critical Thinking Challenge: Join the WikiLeaks Debate By Breanne Harris on December 9, 2010 First question: Were you scared to click on this leak? According to a State Official speaking to students at Columbia University, you should be! An email sent to students from the University of Career Services center, said you should avoid linking to or commenting on anything regarding WikiLeaks if you ever plan to apply for a job in the federal government. The WikiLeaks scandal continues to dominate headlines and create a great opportunity for a critical thinking debate. Much like our Open Debate on TSA Policies, we'd like to open a debate on this issues surrounding the WikiLeaks issue."

 if you really want to rediscover wonder, you need to step outside of that tiny, terrified space of rightness and look around at each other and look out at the vastness and complexity and mystery of the universe and be able to say, "Wow, I don't know. Maybe I'm wrong."

"Code of Ethics Canons. Protect society, the commonwealth, and the infrastructure Promote and preserve public trust and confidence in information and systems. Promote the understanding and acceptance of prudent information security measures Preserve and strengthen the integrity of the public infrastructure. Discourage unsafe practice. Act honorably, honestly, justly, responsibly, and legally Tell the truth; make all stakeholders aware of your actions on a timely basis. Observe all contracts and agreements, express or implied. Treat all constituents fairly. In resolving conflicts, consider public safety and duties to principals, individuals, and the profession in that order. Give prudent advice; avoid raising unnecessary alarm or giving unwarranted comfort. Take care to be truthful, objective, cautious, and within your competence. When resolving differing laws in different jurisdictions, give preference to the laws of the jurisdiction in which you render your service. Provide diligent and competent service to principals Preserve the value of their systems, applications, and information. Respect their trust and the privileges that they grant you. Avoid conflicts of interest or the appearance thereof. Render only those services for which you are fully competent and qualified. Advance and protect the profession Sponsor for professional advancement those best qualified. All other things equal, prefer those who are certified and who adhere to these canons. Avoid professional association with those whose practices or reputation might diminish the profession. Take care not to injure the reputation of other professionals through malice or indifference. Maintain your competence; keep your skills and knowledge current. Give generously of your time and knowledge in training others. Organizational Ethics Plan of Action Peter S. Tippett has written extensively on computer ethics. He provided the fol

"Craig Nelson spent a day guiding the faculty through reflective critical thinking activities, making the point that education is changing radically with universities such as MIT making online courses public and with paper-grading services provided in countries such as Bangladesh. After discussing William Perry's stages of intellectual and ethical development in the context of critical thinking, he concluded with this reminder: "If we are only teaching for content, then we can be replaced by computers and graders in Bangladesh. If, however, we are teaching to transform our students, then teachers are indispensible.""

"Sherry Turkle is Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology in the Program in Science, Technology, and Society at MIT and the founder (2001) and current director of the MIT Initiative on Technology and Self. Professor Turkle received a joint doctorate in sociology and personality psychology from Harvard University and is a licensed clinical psychologist. Professor Turkle is the author of Psychoanalytic Politics: Jacques Lacan and Freud's French Revolution (Basic Books, 1978; MIT Press paper, 1981; second revised edition, Guilford Press, 1992); The Second Self: Computers and the Human Spirit (Simon and Schuster, 1984; Touchstone paper, 1985; second revised edition, MIT Press, 2005); Life on the Screen: Identity in the Age of the Internet (Simon and Schuster, 1995; Touchstone paper, 1997); and Simulation and Its Discontents (MIT Press, 2009). She is the editor of three books about things and thinking, all published by the MIT Press: Evocative Objects: Things We Think With (2007); Falling for Science: Objects in Mind (2008); and The Inner History of Devices (2008). "

"Species diversity refutes the theory of evolution"

"Working at the intersection of psychology and economics, Weber is an expert on behavioral models of judgment and decision making under risk and uncertainty. Recently, she has been investigating psychologically appropriate ways to measure and model individual and cultural differences in risk taking, specifically in risky financial situations and environmental issues. She describes her research as follows: "I try to gain an understanding and appreciation of decision making at a broad range of levels of analysis, which is not easy, given that each level requires different theories, methods and tools. So at the micro end of the continuum, I study how basic psychological processes like attention, emotion and memory (and their representation in the brain) influence preference and choice. At the macro end of the continuum, I think about how policy makers may want to present policy initiatives to the public to make them maximally effective. This range of topics and methods is challenging, but at least in my mind the different levels of analysis inform and complement each other." "

"Algorithmic authority is the decision to regard as authoritative an unmanaged process of extracting value from diverse, untrustworthy sources, without any human standing beside the result saying "Trust this because you trust me." This model of authority differs from personal or institutional authority, and has, I think, three critical characteristics. "