Group items tagged research - Radney's Critical Thinkers

shared by J.Randolph Radney on 12 Jan 12 - No Cached

shared by J.Randolph Radney on 21 Jul 15 - No Cached

shared by J.Randolph Radney on 14 May 13 - No Cached

shared by J.Randolph Radney on 08 Nov 11 - No Cached

Pan grimly concluded that students aren't assessing information sources on their own merit - they're putting too much trust in machine.
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In a recent experiment at Northwestern, when 102 undergraduates were asked to do some research online, none went to the trouble of checking the author's credentials. In 1955, we wondered why Johnny can't read. Today the question is why can't Johnny search?
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It would seem that the demands of the information age would put a premium on teaching critical thinking skills. But the test regime leaves little time in the school day for that. Teaching information literacy is everyone's (and no one's) responsibility in school. (And I fear most of the librarians who were "fighting that good fight" didn't survive the latest round of budget cuts.)
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We live in an information age that puts a premium on the ability to find, decode, evaluate, store and communicate information. Today's student should be in training to become a critically-thinking citizen and the best response schools can come up with is to force-feed students in sanitized information feedlots.
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shared by J.Randolph Radney on 18 Mar 14 - No Cached

shared by J.Randolph Radney on 21 Jul 14 - No Cached

Richard Arum and Josipa Roksa’s well-known study, Academically Adrift, shows that the students who gained in critical-thinking skills were those in classes where they were asked to read a lot and write a lot—and in which they believed their professors had high expectations for their work. These intensive reading-and-writing classes are the bread and butter of humanistic scholarship, particularly if we also communicate high expectations.
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