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in an era of Post Truth
Information LiteracyAUTHENTIC
@acarbery
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CONTEXT
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Embedded instruction reaching every student
SEVEN TIMESthroughout their undergraduate studies
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EVERY STUDENT,
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EVERY STUDENT,SEVEN TIMES
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EVERY STUDENT,SEVEN TIMES
(in some cases, 9)
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Program of instruction that relies on
15 UNIQUE, SEPARATE information literacy lessons
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EVERLuckiest librarian
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We’re teachingBUT ARE STUDENTS LEARNING?
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AUTHENTICAssessment
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to understand students’ information literacy
Leveraging ACTUAL STUDENT COURSEWORK
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When asked to do so, students generally choose academic, peer-reviewed sources
for their research papers
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Students generally
CITE & ATTRIBUTEtheir sources when the assignment is designed to encourage them to do so
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In other words…
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In other words…
When a student is specifically asked to do something,
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In other words…
When a student is specifically asked to do something,when there are real grades at stake,
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In other words…
When a student is specifically asked to do something,when there are real grades at stake,
they are more likely to perform positively in information literacy
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But what about when they’re not specifically asked?
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How much of our teaching actually sticks?
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What about the
long-term applicability
of our instructional
efforts?
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NEWS EVER!
MOSTDEPRESSING
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RUDIMENTARY CONCEPTSEarly in their development, students can display
of information literacy
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“This author is credible, because they have a PhD”
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But what does that mean for the
real-world context?
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“This article is from the New York Times,
therefore it's credible.”
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Or well known?CREDIBLE?
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How "simplistic" is our approach to teaching information literacy?
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SCHOLARLY
vsPOPULAR
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SCHOLARLY
vsPOPULAR
(resist the binary)
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How much of our teaching is library centric?
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Do we care that our users know what the definition of a periodical
is? How to search the OPAC?
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How much of our teaching is academic-centric?
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Is our information literacy instruction
GENUINE, MEANINGFUL and AUTHENTIC?
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We ride the coattails of “lifelong learning”, but can we genuinely claim success in this?
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showing students how to search EBSCO & Proquest products.
HOURS OF TEACHING EFFORTWe're spending
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How is this setting them up for workplace success? Success in the real world? Prepared for civic duty?
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When they're unlikely to have access to EBSCO & Proquest after they
graduate?!?
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What does it look like for us to be info-centric instead of library-centric?
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critical information literacyREAL WORLD
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Using our profession to impact our community
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Highlighting issues of
RACISM & PREDJUDICEin information landscapes
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What does thewestern perspective
look like?
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“EVILS OF CHINESE IMMIGRATION”
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human trafficking
IL for understanding
from a local perspective
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facilitating access tosurvivor storiesnot often heard
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as perpetuated in informationGENDER INEQUALITY
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Ideas of power in gender, as expressed
through information
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information literacy forSOCIAL JUSTICE
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our students care about these issues
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Jan 23rd 2017
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This is a real-world information literacy
problem
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Speaking truth to power
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in the unlikeliest places…
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your move, mainstream media
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your move, scholars
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Information Literacy as it impacts our
EVERYDAY LIVES
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2017: The year the filter bubble chicken came home to roost
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Fake News: ANNOYING
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Fake News: OXYMORON
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Fake News?
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Fake News: EVOLVING CONCEPT
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evolving conceptDANGEROUSLY
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When did we start talking about fake news?
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Actually, just in the last 6 months
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IFLA’s Guide to Spotting FAKE NEWS
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false information
Fake news is NO LONGER ABOUT
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Fake news can no longer be fixed by a
CRAP test or a LibGuide
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Fake news as a moniker for“I don’t agree with you”
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and I REJECT your premise, outright.
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As consumers, we've positioned ourselves to discount the credibility
of information just because we disagree with it.
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TO CONSUME IDEAS & INFORMATION
We've lost the ability
that we don't agree with.
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filter bubble!We’ve created an analog version of our
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is an information literacy problemTHIS
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A REAL-WORLDinformation literacy problem
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Despite overwhelming evidence, what makes us vote against our best interests?
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Information as distraction
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The consumption of information is evolving in complex & new ways
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How do we toteach strategiesto address this?
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CURIOSITY & INQUIRY
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question-centric
teaching
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Imagine a scenario where we're teaching information literacy, not to
know how to use the library, or search a database, or find information...
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but instead, we’re teaching students to be
questioning, open & curious;
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that we're teaching information literacy so our students are asking & answering questions about the world.
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Imagine information literacy as a tool or a mechanism for curiosity and inquiry
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to become engaged, informed global citizens
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Information literacy at
the heart of learning
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Information literacy at
the heart of citizenship
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We can construct this world
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Do not let
STRUCTURE & TRADITIONbe the thing that guides your values as an educator