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mrshathaway

Evaluating a Website or Publication's Authority - Web Literacy for Student Fact-Checkers - 25 views

  • most of us would like to ascribe authority to sites and authors who support our conclusions and deny authority to publications that disagree with our worldview
  • Wikipedia’s guidelines for determining the reliability of publications. These guidelines were developed to help people with diametrically opposed positions argue in rational ways about the reliability of sources using common criteria.
  • defined by process, aim, and expertise.
  • ...11 more annotations...
  • fact-checkers of all political stripes are happy to be able to track a fact down to one of these publications since they have reputations for a high degree of accuracy, and issue corrections when they get facts wrong.
  • a reliable source for facts should have a process in place for encouraging accuracy, verifying facts, and correcting mistakes
  • Process
  • researchers and certain classes of professionals have expertise, and their usefulness is defined by that expertise
  • Expertise
  • while we often think researchers are more knowledgeable than professionals, this is not always the case
  • Reporters, on the other hand, often have no domain expertise
  • Aim
  • Aim is defined by what the publication, author, or media source is attempting to accomplish
  • One way to think about aim is to ask what incentives an article or author has to get things right
  • In general, you want to choose a publication that has strong incentives to get things right, as shown by both authorial intent and business model, reputational incentives, and history
Siri Anderson

Primers - The Center for Innovative Research in Cyberlearning (CIRCL) - 14 views

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    Useful resources on varied topics of importance today. Computational thinking, data science, citizen science etc.
Bob Calder

The Daily Mixer - 20 views

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    News stripped of site and authorship for critical viewing.
Alias Librarian

Critical Evaluation - Kathy Schrock's Guide to Everything - 84 views

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    Everything you need to teach students about evaluating websites -- including websites to use as "examples"
Glenn Hervieux

Digital Citizenship: Please Do not Publish | Teacher Tech - 130 views

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    Alice Keeler helps provide some guidance in what is/isn't acceptable use with images/content on the Web.
Michele Rosen

The Research Process - 80 views

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    Does your research teaching embrace the 21st century learner? This blog post has great information/lessons on strategies for helping students curate (finding/evaluating/managing) information.
Glenn Hervieux

http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf - 20 views

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    Model School Library Standards for CA - great resource for information literacy scaffolding.
Glenn Hervieux

California's new normal: In the fourth year of drought, dusty cars and no iced water ar... - 23 views

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    Great informational text for students - discussion and literacy across the curriculum.
Stacy Olson

Google Search Lesson Plans - 124 views

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    Google's library of lessons on searching and A Google A Day Challenge resources
Lisa Francine

School Library Monthly - Student Inquiry and Web 2.0 - 54 views

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    "The Stripling Inquiry Model has six phases; however, it's not a linear process but rather a recursive one in which the learner might revisit a previous stage to ask additional questions or organize information, as the need arises. Each phase involves critical thinking skills that empower young people to learn on their own and develop the thinking skills to be independent, lifelong learners. The phases are as follows: Connect: observe, experience, connect a subject to self and previous knowledge Wonder: predict, develop questions and hypotheses Investigate: find and evaluate information to answer questions, test hypotheses Construct: draw conclusions, arrive at new understandings Express: apply understandings to a new context, share learning with others Reflect: examine one's own learning and ask new questions (Stripling 2003, 8). Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills. The key is to focus on student learning, not the Web 2.0 technology. The focus is on the phase(s) of inquiry at which students are concentrating and deciding which technology tool can best support the thinking processes and instructional strategies of that phase of inquiry. This increases the effectiveness of both the learning experience and the use of technology. An outline of the inquiry phases aligned with Web 2.0 technology tools and instructional strategies can be seen in Figure 2."
Martha Hickson

Home - Why can't I just Google? - LibGuides at La Trobe University - 5 views

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    Animation describing the drawbacks of relying exclusively on GOOGLE
Stephen Bright

Literacy in the Digital Age - Kathy Schrock's Guide to Everything - 25 views

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    collection of digital literacy links using the 21st. C. literacies model to organise them into categories e.g. visual literacy, critical literacy, tool literacy etc. 
bkrh4boys

Fake Spoof Websites social spoof sites historical spoof religious fake political fake s... - 9 views

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    a pile of fake websites to evaluate and use for media literacy
Deborah King

Clive Thompson on Why Kids Can't Search | Magazine - 204 views

  • how savvy
  • If they’re naive at Googling, it’s because the ability to judge information is almost never taught in school.
  • intelligent search a key to everyday problem-solving
  • ...12 more annotations...
  • a golden opportunity to train kids in critical thinking.
  • “The big thing in assessing search results is authorship—who put it there and why have they put it there?”
  • “This is learning how to learn.”
  • , mastering “crap detection 101,”
  • One prerequisite is that you already know a lot about the world.
  • Google makes broad-based knowledge more important, not less
  • But, crucially, she also trains students to assess the credibility of what they find online. For example, she teaches them to analyze the tone of a web page to judge whether it was created by an academic, an advocacy group, or a hobbyist.
  • she also trains students to assess the credibility of what they find online. For example, she teaches them to analyze the tone of a web page to judge whether it was created by an academic, an advocacy group, or a hobbyist.
  • she also trains students to assess the credibility of what they find online. For example, she teaches them to analyze the tone of a web page to judge whether it was created by an academic, an advocacy group, or a hobbyist
  • she also trains students to assess the credibility of what they find online. For example, she teaches them to analyze the tone of a web page to judge whether it was created by an academic, an advocacy group, or a hobbyist.
  • kids grok the intricacies
  • A group of researchers led by College of Charleston business professor Bing
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    All subjects need to teach students how to search for, analyze and utilize digital information within the subject area. This is where students will be getting info until someone pulls the plug or locks them in a bookmobile.
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    "We're often told that young people tend to be the most tech-savvy among us. But just how savvy are they? ,,, High school and college students may be "digital natives," but they're wretched at searching."
ivan alba

Infographics & Data Visualization | Visual.ly - 121 views

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    A good site for exploring, sharing and creating stylish infographics. Get your class you make visually stunning displays and posters to explain their ideas. [Be aware - Site was in Beta last time I checked]
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    Visually is the largest data visualization showcase in the world. Create and share infographics. Site has own search engine for web based infographics, holds data from govt agencies, non-profits and other research and data-focused entities
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