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Developing Digital Citizens: Resources

and Strategies TSLAC Webinar

May 2018

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Introduction – Sarah Morris

• Librarian and curriculum designer

• Co-Founder of Nucleus Learning Network, an Austin-based education nonprofit

• Former museum educator with a focus on STEM and digital and media literacy

Introduction – Liz Philippi

• School Librarian for 30+ years

• School Program Coordinator for the Texas State Library

• Works with librarians on the new standards

• Over the TexQuest K-12 resources

• Presenter and speaker

Get in touch!

Sarah Morris Contact Information:s.morris@austin.utexas.edu512-495-4107

Liz Philippi Contact Information:lphilippi@tsl.texas.gov512-463-5852 (work)281-814-5125 (cell)

Word Association: Share the first thing that comes to mind when you hear

“fake news”

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Word Association: Share the first thing that comes to mind when you hear

“media literacy”

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Word Association: Share the first thing that comes to mind when you hear

“digital citizenship”

https://unsplash.com/photos/c1ZN57GfDB0Photo credit https://unsplash.com/photos/c1ZN57GfDB0

https://www.flickr.com/photos/wfryer/39501087882 Flickr Wesley Fryer

Background: Fake News and Misinformation

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Types of Misinformation

FirstDraft 7 Types of Mis and Disinformation. https://firstdraftnews.com/misinfo-types-uk-election/ Used with permission from MisInfoCon conference https://misinfocon.com/

Types of Misinformation

Digital Forensic Research Lab identifies three types:• Fake News: “deliberately presenting false information as news”• Disinformation: “deliberately spreading false information”• Misinformation: “the unintentional spreading of false information”

Source: https://medium.com/dfrlab/fake-news-defining-and-defeating-43830a2ab0af

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News Consumption Habits

Studies on where people get their news from, their internet usage habits, and how people feel about media:PEW Surveys: http://www.journalism.org/2016/07/07/pathways-to-news/http://www.journalism.org/2017/09/07/news-use-across-social-media-platforms-2017/Knight Foundation:https://medium.com/trust-media-and-democracy/10-reasons-why-americans-dont-trust-the-media-d0630c125b9e

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Literacies, Standards, and Curriculum

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Media Literacy

Skills and competencies that help people combat misinformation

• Understand information ecosystems • Find credible information • Evaluate information • Synthesize and use information effectively • Use tools to create and share information • Keep information secure

Media literacy can empower people with the skills they need to consume, produce, and distribute information

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Information Literacy and Multiple Literacies

• Information literacy has a lot in common with media literacy

• Looking at multiple literacies that intersect and help people develop future ready skills

• Literacies: media, information, technology, news, digital, science, etc.

• Core goals of helping students become strong digital citizens and develop skills in finding, consuming, using, and creating information

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Digital Storytellinghttps://www.flickr.com/photos/langwitches/4342696757

Photo credit Langwitcheshttps://www.flickr.com/photos/langwitches/4342696757

Photo credit Danah Longley ttps://www.flickr.com/photos/danahlongley/4472897115

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Mozilla’s Web Literacy and Internet Health Report can act as frames for thinking about the connections between these literacies and subjects like computer science

Mozilla’s Web Literacy

https://www.mozilla.org/en-US/internet-health/ and https://learning.mozilla.org/en-US/web-literacy

Subject Connections - CS

Important to understand the following: • how technology is used to create and distribute information• how technology shapes our information ecosystems• how technology mediates our experiences encountering news and information

Computer science can help people better understand how news and information are created, and help people better create and share things online themselves

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Subject Connections - Civics, English, History

• Applying skills and topics from these subject areas in helping students develop as digital citizens and develop skills across multiple literacies

• Emphasis on research, close reading, analytical skills, writing and communicating skills, synthesizing materials, etc.

• Understanding how multiple literacies and digital citizenship fit into broader social and political contexts

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Mission: Information Curriculum

https://nucleus-network.github.io/missioninfo/

• AASL• B. Think-IV. Curate: Learners gather information appropriate to the task by• C. Share-IV. Curate: Learners exchange information resources within and

beyond their learning community by• D. Grow-IV. Curate: Learners select and organize information for a variety of

audiences by• A. Think-VI. Engage: Learners follow ethical and legal guidelines for gathering

and using information by• B. Think-VI. Engage: Learners use valid information and reasoned

conclusions to make ethical decisions in the creation of knowledge by• C. Share-VI. Engage: Learners responsibly, ethically, and legally share new

information with a global community byhttps://standards.aasl.org/

Standards Mapping

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• ACRL Framework for Information Literacy • Authority is constructed and contextual • Information creation as a process• Information has value• Research as inquiry• Searching as strategic exploration

http://www.ala.org/acrl/standards/ilframework

Standards Mapping

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• TX School Library Standards• Strand 1 - Information Literacy: School library programs offer

information literacy instruction that enables students to efficiently locate, accurately evaluate, ethically use, and clearly communicate information in various formats.• Dimension 2: Learners and educators practice the ethical

and legal use of information; including transformative fair use, intellectual freedom, information access, privacy, proprietary rights, and validation of information as approved in local policy EFA, federal law 1st Amendment, and best library practice Library Bill of Rights.

Standards Mapping

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• TX School Library Standards• Strand 2 - Inquiry: School library programs provide access to

information for inquiry learning, which includes the pursuit, creation, and sharing of knowledge, as well as support for both student and professional learning.• Dimension 2: The school library program includes a carefully

curated collection of current materials in a variety of formats, including curation of open educational resources (OER) that are uniquely suited to support inquiry learning and the needs and interests of all users.

• Dimension 3: The school library program offers opportunities for learners to explore real world problems by interacting with relevant information in a variety of formats.

Standards Mapping

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• TX School Library Standards• Strand 4: Digital Learning - Effective school libraries are a vital hub with equitable

access to emerging technologies which provide curated and ope access to a variety of print and digital resources. They support best instructional practices and curriculum standards through the integration of resources while assessing the impact on student learning.

• Dimension 5: The library program models and encourages the understanding of federal, state, and local policies and procedures for responsible use of digital tools.

• Dimension 6: The library encourages students to use digital intellectual property responsibly, understand current copyright rules, make responsible online decisions, understand the significance of a digital identity, and use positive digital citizenship practices.

https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/schoollibs/costforstandards/Texas%20School%20Library%20Standards%20E-Version%20FINAL.pdf

Standards Mapping

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• TX ELAR TEKS - Middle School - Grades 6, 7, & 8• 110.23b.6 - Response skills: - The student responds to an

increasingly challenging variety of sources that are read, heard, or viewed.

• 110.23.b.9 - Author’s purpose and craft: - The student uses critical inquiry to analyze the authors’ choices and how they influence and communicate meaning within a variety of texts.

• 110.23.b.12 - Inquiry and research: - The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

Standards Mapping

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• TX ELAR TEKS - High School• 110.31.b.6 - Reading/Comprehension of Literary Text - Students understand,

make inferences & draw conclusions about the varied structural patterns & features of literary nonfiction & provide evidence from text to support their understanding.

• 110.31.b.9 - Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences & draw conclusions about expository text and provide evidence from text to support their understanding.

• 110.31.b.12 - Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

• 110.31.b.20 - Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.

Standards Mapping

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• TX ELAR TEKS - High School (continued)• 110.31.b.21 - Research/Gathering Sources. Students determine, locate, and

explore the full range of relevant sources addressing a research question and systematically record the information they gather.

• 110.31.b.22 - Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.

• 110.31.b.23 - Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience.

https://tea.texas.gov/Academics/Subject_Areas/English_Language_Arts_and_Reading/English_Language_Arts_and_Reading/

Standards Mapping

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Fact Checking Lightning Rounds – show students memes, twitter screenshots, and headlines and give them increasingly reduced amounts of time to fact check on the flySource Analysis Round Robin - students analyze how a topic is covered across different types of media and media outlets Mapping The News - Trace and map a fake news story, from its inception to how it spreads through various media, to the consequences.Hackathon - Host a mini hackathon where kids can explore and design tools to combat misinformation – major push for fact checking apps and natural language processing tools

• Inspiration: http://www.smartchicagocollaborative.org/hackforchange/• National Day of Civic Hacking: https://www.codeforamerica.org/events/national-day-of-civic-hacking-2017

Curriculum Ideas

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Share your ideas!What ideas do you have for

activities to try? How have you approached fake news and

misinformation in your teaching?

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Final thoughts and questions

“Students are technology literate when they come to Miller, but they are informationally illiterate.” Scott Hensley, Clark County Schools, Nevada

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See the slides and other resources at:https://goo.gl/yx3Bwr

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