Interrogate & Evaluate Resources is centered on helping students begin to ask critical questions about the information they encounter.
What you'll find here:
Critical questions for class discussion and assignments are supplied.
Next, read the post "Media Literacy is About Where to Spend Your Trust." This post helps frame some of the goals of information literacy instruction, especially when it comes to questions of authority and trust.
On any given subject, the following critical questions should be applied.
From: Swanson, T. (2010). Information is personal: critical information literacy and personal epistemology. Critical library instruction: theories and methods, 265-78.
Finally, Caulfield argues in his book that one of the most important weapons of fact-checking comes from inside the reader: "When you feel strong emotion — happiness, anger, pride, vindication — and that emotion pushes you to share a 'fact' with others, STOP."
His reasoning: Anything that appeals directly to the "lizard brain" is designed to short-circuit our critical thinking. And these kinds of appeals are very often created by active agents of deception.
"We try to convince students to use strong emotions as the mental trigger" for the fact-checking habit, he says.
Students can complete the quiz out of class as homework, or in class. Students should come to class prepared to discuss their experiences.
Discuss with students:
Time: approximately 10 minutes, plus any time for classroom discussion.
How does it work?
"In the 'believe' portion, you try to look at the world through the text's perspective, adopting its ideology, actively supporting its ideas and values. You search your mind for any life experiences or memories of reading and research that help you sympathize with and support the author's view or ideas."
For the doubting portion "Like an antiballistic missile, the doubting game lets you shoot down ideas that you don't like ... Here you try to think of all the problems, limitations, or weaknesses in the author's argument. You brainstorm for personal experiences or memories from reading and research that refute or call into question the author's views."
What are the benefits of this exercise?
Adapted from Broussard, M. (2017). Reading, research, and writing : Teaching information literacy with process-based research assignments. Pg. 83
The case studies can easily be adapted for in-or-out of class assignments, or as the basis for in-or-out of class discussions.
Go through the syllabus readings for inspiration & think about how the topics presented intersect with your discipline / information use in your discipline.
Lecture videos can you help brainstorm discussion questions and class topics.
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