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1.
ABSTRACT

This article provides an overview of the “fake news” issue and places it in the context of information literacy instruction for college students. In 2017, the faculty librarians at a large state college in Florida developed a news literacy instruction program that included instructional faculty outreach, lesson plans for one-shot information literacy instruction sessions, lessons assignments for one-credit information literacy classes, and learning objects in a LibGuide that can be used by students or embedded by faculty into courses across the disciplines.  相似文献   

2.
This paper studies how the field of librarianship can help counteract the phenomenon of fake news and misinformation. A literature review was conducted to identify the current themes, patterns, correlations and gaps within the existing literature on fake news, information literacy and librarianship. Findings centre on defining fake news, analysing contemporary and emerging information literacy frameworks, and outlining the current efforts and initiatives exercised by libraries to refute the spread of fake news and educate communities on how to navigate through an era of untruth and disinformation. The paper outlines effective initiatives developed by those within the Library and Information Systems (LIS) profession while highlighting considerations and recommendations as to how librarians can continue to enhance their role in the digital age and make successful contributions to the professional field.  相似文献   

3.
This study experimented how fake news could be combated through social media literacy skills training. A quasi-experiment in one public university's library was conducted and 470 participants were randomly split into equal parts to form a control and experiment group. The respondents in the experiment group were exposed to 8 weeks of training to improve their social media literacy skills to fight fake news. We realised that social media literacy skills training is effective in increasing social media knowledge, users' recognition of fake news, tendency to verify information and reduce the inclination to share false news. Implications for research and practice were discussed.  相似文献   

4.
Abstract

Fake news has captured the world’s attention. Educational survey research has highlighted the difficulties students and adults have in determining how to identify valid sources. Psychology can help us to understand why it is difficult to distinguish fact from fiction. The authors describe how to identify fake news from digital sources and ways faculty and librarians can teach information literacy skills using the Association of College and Research Libraries (ACRL) Framework, websites, LibGuides, worksheets, and other resources shared in the extensive appendix.  相似文献   

5.
《Public Library Quarterly》2012,31(4):428-452
ABSTRACT

This exploratory research investigates how American public libraries have addressed the issue of media literacy in their communities from 2016 to 2018, including programs, partnerships, and other initiatives. The authors selected this period because events, such as the 2016 U.S. presidential election, contributed to an increased national concern about media literacy. This study fills a research gap by providing a broader assessment of public library responses to this issue, as most of the published literature thus far stems from academic libraries. An electronic survey solicited data from both a stratified purposive sample and a self-selecting sample of public libraries throughout the United States (U.S.). Analysis of qualitative and quantitative data from sixty-five public libraries revealed several key themes related to media literacy initiatives, including types of initiatives developed, initiatives deemed most successful by staff, community response to initiatives, and reasons for not pursuing initiatives. Findings denote the current state of how public libraries address media literacy and offer practical guidance for those developing media literacy initiatives. Key findings are as follows: lack of staff time is the reason most often cited for not engaging in media literacy initiatives; more effective measurements are needed to assess both community needs and outcomes of library initiatives; “fake news” is a topic of interest in the community and among library staff; and there appears to be a relationship between staff interest in the topic and perceived interest on the part of the public, which may impact efforts to address the issue. Implications for practice resulting from those findings include engaging in initiatives that maximize service while minimizing staff time involvement; measuring and assessing community interests as well as outcomes of initiatives; using trending topics such as “fake news” to increase interest in library services; and continuing to increase staff awareness of and training in issues deemed important by the library community.  相似文献   

6.
Built on a pilot study, this study examined how librarians understand fake news and the specific methods or strategies they suggest for detecting fake news by analyzing their guides from academic libraries. A content analysis regarding a total of 21 institutional guides was conducted. The major findings include the following: 1) in the librarians' guides stating their definition of fake news, the two elements of falsity and the intention to mislead were explicitly stated. The other element of bias, however, was presented in only some guides. 2) The sub-elements of clickbait, a decontextualized content and omitted information were inconsistently or barely presented across these guides. 3) Only two institutional libraries put forth the notion of fact in relation to fake news in their guides. 4) All of the guides suggested checklist approaches to detecting fake news or evaluating news sources. Finally, 5) librarians acknowledge the influence of human biases on consuming news. However, psychological factors are minimally presented in most of the guides. This study provides a few suggestions. First, librarians must further clarify the term fake news so that it reflects its multiple layers. Second, librarians must incorporate new strategies, such as lateral reading and click restraints, in combination with a few prioritized elements of a checklist into their guides regarding detecting fake news. Finally, librarians must pay attention to psychological factors more when interpreting facts in their strategies about news sources and fake news.  相似文献   

7.
认为1999年因网络原生新闻概念而创立的网络报纸在台湾出现后,网络新闻开始让传统新闻媒体的产制作业产生冲击,新兴媒体时代的新闻产制过程,让新闻工作者无法用原本的媒体素养来因应网络。使用问卷调查法,了解新闻从业人员的网络素养以及具备网络素养的衡量准则。研究结果发现,新闻工作者已大量使用网络,但网络素养却十分匮乏,难以因应媒体科技在新兴媒体时代的变化。  相似文献   

8.
ABSTRACT

Web-scale discovery services promise fast, easy searching from a single Google-like box, pleasing users and making library resources more discoverable. Some librarians embrace the concept of giving users what they have come to expect from Google, while others are concerned that this will “dumb down” searching and undermine information literacy. In this article we explore the potential impact of Web-scale discovery tools on information literacy, focusing particularly on undergraduate research skills. We review the existing literature and present findings and experiences from two mid-sized academic libraries that have adopted EBSCO Discovery Service as their library home page portal.  相似文献   

9.
《Communication Teacher》2013,27(4):256-261
News literacy is an important part of journalism and liberal arts education. Adapting a tool called the Frayer Model, the activity guides students in developing a conceptual understanding of news by creating a definition, listing essential characteristics, and coming up with examples and non-examples. This activity is intended to set the stage for an introductory newswriting course, as students learn to connect journalism's purpose with its format.

Courses: Newswriting, reporting

Objectives: Facilitating news literacy and understanding of how the civic function of journalism is related to content creation.  相似文献   

10.
SUMMARY

The article presents a faculty-librarian collaborative course model for information literacy instruction for liberal arts students. Information literacy was integrated seamlessly into a master's thesis seminar, and the faculty member and librarian worked together to teach students effective research skills while helping them make personal connections to their theses. The learning experience was transformational. As students engaged themselves with problems of the real world and shared their learning, their voices articulated insights about themselves and the world. The authors conclude that integrating information literacy into the curriculum and teaching students holistically is the key to successful student learning.  相似文献   

11.
Courses: This activity could be used in a basic public-speaking course to demonstrate messaging and the development of the three pillars of public speaking: content, organization, and delivery. In a basic communication course, this activity would help illustrate the process of communication (sender, receiver, feedback, channel, etc.). A mass communication class can use this activity to discuss the power of news outlets and social media while digging into mass communication theory (agenda setting, computer mediated communication, framing, etc.).

Objectives: Through collaboration with teammates, small groups of students will develop a three- to five-minute news segment that will be posted on YouTube upon completion. Through social-media distribution of the YouTube link, this news clip must attract a certain number (the final number can be determined by the instructor) of viewers in a specified time limit. Student participants will be responsible for identifying valid sources and compiling credible information pertaining to their news topic while also illustrating effective competency in speech content, organization, and delivery by preparing a presentation that is trustworthy and interesting, concise and clear, and presented with energy and charisma while conducting proper vocal and body delivery techniques. The “big question”: can the group create a credible, clear, concise, coherent news broadcast and distribute the finished project to a social-media outlet in the hopes of gaining a certain number of viewers?  相似文献   

12.
Policymakers are taking action to protect their citizens and democratic systems from online misinformation. However, media consumers usually have a hard time differentiating misinformation from authentic information. There are two explanations for this difficulty, namely lazy reasoning and motivated reasoning. While lazy reasoning suggests that people may feel reluctant to conduct critical reasoning when consuming online information, the motivated reasoning theory points out that individuals are also thinking in alignment with their identities and established viewpoints. A proposed approach to address this issue is adding fact-checking flags in the hope that flags could alert people to information falsehoods and stimulate critical thinking. This study examines the impact of fact-checking flags on media consumers' identification of fake news. Conducting an experiment (n = 717) on Amazon Mechanical Turk, the study finds that experimental participants with different political backgrounds depend heavily on flag-checking results provided by flags. Flags are powerful to influence people's judgments in a way that participants have blind beliefs in flags even if the flag assessments are inaccurate. Furthermore, the study's results indicate that flag assessments made by professional fact-checkers or crowdsourcing are equally influential in shaping participants' identification. These observations provide public and private leaders with suggestions that fact-checking flags can significantly affect media consumers' identification of fake news. However, flags appear to have little ability to promote critical thinking in this experiment.  相似文献   

13.
《Public Library Quarterly》2013,32(1-2):181-190
SUMMARY

Public libraries have long played an active role in creating literate communities, and we must now take steps to create information literate communities. Librarians and library stakeholders can use reliable advocacy techniques to strengthen information literacy in their own communities.  相似文献   

14.
The spread of “fake news” stories online has become a pressing concern in the United States and around the world in recent years. Social media platforms enable the rapid spread of such misinformation and also make evaluating the credibility of online information more difficult. Since college students are frequent users of social media, they are particularly likely to be exposed to fake news. A survey was conducted with 63 undergraduate students in which they identified and evaluated examples of both fake and real news stories and reported their associated information behaviors. Results showed correlations between accurate identification of fake news stories and specific critical evaluation behaviors and strategies. However, students were unable to accurately evaluate their own skills, and their willingness to share fake news stories on social media was not related to accurate identifications or evaluations of trustworthiness. This study contributes to the understanding of not just how accurately students evaluate fake news stories, but of the specific information-seeking behaviors and critical evaluation strategies that are associated with accurate identifications and evaluations and with willingness to share news stories on social media. Implications for educators and directions for future research are discussed.  相似文献   

15.
ABSTRACT

At Oregon State University, writing instructors and librarians collaboratively teach research writing and information literacy in first year composition courses. A four-week unit focuses on the connections between critical thinking, writing and learning, and information literacy. This article describes the process of developing, implementing, and refining this collaborative curriculum. By using assignments and texts that model a recursive critical research and writing process for students, librarians and writing instructors help students think more deeply and critically about their topics.  相似文献   

16.
ABSTRACT

Studies on information and media literacy focus on describing activities and frameworks individually, and most of the time, connect within the field of library science. However, other frameworks and practices can be used. This case study presents the application of Behrman’s Critical Literacy Practices to information and media literacy to engage students to think critically about information within their field of study. The purpose of this research is to model the information behavior of education students through the perspective of constructivist learning. The study used a qualitative method with six upper-level undergraduate education majors. Activities that comprise practices and theories in both education and library sciences are presented to form a continuous exposure to critical thinking. Factors that influenced how students perceived the validity of information came from personal, educational, and societal factors. This research contributes to the ongoing discussion about critical thinking skills in undergraduate students, presenting a model that describes how practices from other fields can be used and incorporated with information and media literacy.  相似文献   

17.
ABSTRACT

To improve students' functional understanding of plagiarism, a variety of approaches was tried within a comprehensive information literacy program. Sessions were taught as a “module” inside a required communications skills class at a private university. Approaches taken included control, direct-instruction, and student-centered sessions. Students were taught content and definitions regarding plagiarism, what circumstances or instances constitute plagiarism, where to go for help in avoiding plagiarism, and what constitutes appropriate paraphrasing. Pretest and posttest scores indicated that no approach performed significantly better than the others; however, even though students improved across all methods, they nonetheless showed the need for more hands-on practice.  相似文献   

18.
《The Reference Librarian》2013,54(79-80):323-334
Summary

With the rapid advances in information technology, the proliferation of information resources and formats, and the increasing complexities of access and evaluation, libraries recognize the necessity for a dynamic information literacy program that will address the needs of all categories of users. University faculty constitute one group of users to which the systemic college library increasingly endeavors to extend and market its services and programs, including its information literacy training workshops. A consideration of this library/classroom faculty relationship in the context of the adult education literature, as well as successful models that have been employed in this effort, provide insight on ways in which the library can successfully accomplish its information literacy training objectives among this group.  相似文献   

19.
ABSTRACT

This paper will discuss a method of incorporating demonstrations into online information and technology literacy courses. The demonstrations are designed to increase the visual component and to address point-of-need questions and problems. Also discussed will be experimentations with this method in other library services, such as electronic reference services, one-shot course-related instruction, subject research guides, and outreach to faculty for their own professional development and as a way to incorporate information and technology literacy in their courses. Recent developments in tutorial software have made it possible to quickly create brief demonstration modules to visually illustrate information literacy concepts and research tools. The primary example presented here is the incorporation of short, task-oriented demonstrations into lesson modules, answers to student questions, and assignment instructions and feedback in an online information and technology literacy course. Initial comments from students and instructors indicate high satisfaction with this method.  相似文献   

20.
ABSTRACT

Libraries have been struggling for years to move beyond 1-shot library training. In spite of efforts in the last decade to promote information literacy for undergraduate and graduate students alike, libraries more often than not are still not reaching the goals articulated in the Association of College & Research Libraries's information literacy standards. The problems are compounded when institutions serve students who also happen to be taking part or all of their classes online or at field-based sites. The model for providing a library training program for students in the Doctor of Education (EdD) program in a distance program focuses on providing students with training that builds sequentially and developmentally at the points of need for students in the 1st year of classes and provides additional support for students once they have completed their course work. This multistepped approach is designed to help doctoral students throughout the doctoral process.  相似文献   

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