89 Matching Annotations
  1. Jan 2019
    1. Our students have an unprecedented breadth of information resources at their fingertips, yet there is a significant danger that they will miss the opportunity to engage with those voices that hold the greatest prospects for growth. Collecting confirmations of one’s existing views is a poor substitute for meaningful learning.
    2. For example, an individual who believes that knowledge in a certain domain consists of a set of discrete, relatively static facts will likely achieve a sense of certainty on a research question much more quickly than someone who views knowledge as provisional, relative, and evolving.

      But when curricula reinforce the confusion of speed and intelligence, that time may be precious.

    3. Nyhan and Reifler also found that presenting challenging information in a chart or graph tends to reduce disconfirmation bias. The researchers concluded that the decreased ambiguity of graphical information (as opposed to text) makes it harder for test subjects to question or argue against the content of the chart.

      Amazingly important double-edged finding for discussions of data visualization!

    4. A study by Nyhan and Reifler showed that having test subjects engage in a self-affirmation exercise significantly reduced their level of defensive processing when faced with counter-attitudinal information on policy issues.

      Relation to stereotype threat?

    5. Likewise, merely telling students that motivated reasoning has an impact on their information processing is apt to yield mixed results because students who view themselves as intelligent, fair-minded people will likely meet this revelation with a level of disconfirmation bias.

      Students and faculty both. Many disciplines are reluctant to introduce critical perspectives on disciplinary publishing too early, feeling that students need grounding in accepted information flows before branching out into active debates.

    6. additional motivation for test subjects to process information accurately made the impact of early preferences less prominent, though the influence did not disappear entirely

      Interesting implications for assignment design.

    7. Is it safe to assume that we give each bit of information a “fair hearing,” always adjusting our beliefs to conform to compelling evidence? Or do our backgrounds and preferences inhibit our ability to be objective when evaluating information that challenges our beliefs?

      What interests me here is how we might rethink the concept of "political" information. Most if not all information can be situated in a polis. How can we show the risk of motivated reasoning in "scientific" disciplines without falling into both-sidesism?

    8. By examining information as a product of people’s contingent choices, rather than as an impartial recording of unchanging truths, the critically information-literate student develops an outlook toward information characterized by a robust sense of agency and a heightened concern for justice.

      It seems like there's still a transfer problem here, though. There seems to be an assertion that criticality will be inherently cross-domain, but I'm not clear why that should be true. Why would the critical outlook not remain domain-specific. (To say "if it does, then it isn't critical", seems like a tautology.)

  2. Dec 2018
    1. It is based on reciprocity and a level of trust that each party is actively seeking value-added information for the other.

      Seems like this is a critical assumption to examine for current media literacy/misinformation discussions. As networks become very large and very flat, does this assumption of reciprocity and good faith hold? (I'm thinking, here, of people whose expertise I trust in one domain but perhaps not in another, or the fact that sometimes I'm talking to one part of my network and not really "actively seeking information" for other parts.)

  3. Oct 2018
    1. For students to work in the open, everything they use has to be original content, openly licensed, or in the public domain

      have to disagree here. Students can link, quote, summarize, paraphrase, and thus build or contribute to open resources from closed information

  4. Aug 2018
    1. Most Americans pay at least a little attention to current events, but they differ enormously in where they turn to get their news and which stories they pay attention to. To get a better sense of how a busy news cycle played out in homes across the country, we repeated an experiment, teaming up with YouGov to ask 1,000 people nationwide to describe their news consumption and respond to a simple prompt: “In your own words, please describe what you would say happened in the news on Tuesday.”
    1. differing nomenclature makes the search for a commonly agreed definition or understanding of digital literacies even more elusive

      An important point. I wonder if Bruce's work might help here.

    2. Representation of Digital Intelligence

      I wonder if the similarity to a pie chart hints a message that the components are all equal. The use of the color spectrum also says something about continuity and adjacency which may not be intended. But it looks nice.

  5. Jul 2018
    1. We’ve built an information ecosystem where information can fly through social networks (both technical and personal). Folks keep looking to the architects of technical networks to solve the problem. I’m confident that these companies can do a lot to curb some of the groups who have capitalized on what’s happening to seek financial gain. But the battles over ideology and attention are going to be far trickier. What’s at stake isn’t “fake news.” What’s at stake is the increasing capacity of those committed to a form of isolationist and hate-driven tribalism that has been around for a very long time. They have evolved with the information landscape, becoming sophisticated in leveraging whatever tools are available to achieve power, status, and attention. And those seeking a progressive and inclusive agenda, those seeking to combat tribalism to form a more perfect union —  they haven’t kept up.
    2. How many years did it take for the US military to learn that waging war with tribal networks couldn’t be fought with traditional military strategies? How long will it take for the news media to wake up and recognize that they’re being played? And how long after that will it take for editors and publishers to start evolving their strategies?
    3. News agencies, long trained to focus on reporting information and maintaining a conceptual model of standards, are ill-equipped to understand that they may have a role in this war, that their actions and decisions are shaping the way the war plays out.
  6. Jun 2018
    1. article identifies many important information literacy issues - issues of a kind generally not discussed in traditional info lit contexts

  7. May 2018
    1. Users of the internet emphasize retrieving and manipulating information over contextualizing or conceptualizing its meaning

      Sounds like an information literacy deficit, but to be fair, IL proponents push the same imbalance.

  8. Jan 2018
    1. the protection of private information in an online environment has become the responsibility of user

      Certainly an info lit issue. The Information Has Value frame puts heavy emphasis on other people's info, but we also need to be conscious of the value of our own

  9. Nov 2017
    1. when Americans get news online, they increasingly reach for a smartphone (55%), with computer use falling significantly

      Does this impact the quality of the news people receive? News on a phone would have less depth, and possibly trend towards clickbait. Is it more personalized, more subject to algorithmic interference?

    1. the figure is just 53 percent when people are asked specifically about the news that they themselves use

      This bears further investigation. Is it low by historical standards? If so, might it be a result of marketing efforts by media outlets, as they try to distinguish themselves from the competition?

    2. people do not always distinguish between news reports and advertising on news sites, and the contrast between a professionally reported story and the “around the web” recommendations that may accompany it can be jarring

      In the online environment these sites and articles are mixed together as if they were equivalent. When we encounter newspapers in stores, they are generally not adjacent to tabloids.

  10. Oct 2017
    1. Technology is the problem. When the profit motive trumps the public good

      That second thing is the major problem - the attitude that money matters and people don't. Truth becomes a casualty. Humanity becomes a casualty. It manifests itself in the precarious employment situation and the opioid crisis as well as the media.

    1. How information is accessed, created, and shared is revealing about the future of learning

      This is talking about information literacy in a broad sense.

    1. what does it mean to be human in a digital age

      Been thinking about this from the infolit angle for a few years. Info is easy to find and access, and a little less easy to filter and evaluate. What matters more is creativity - what we can do with info, how we can connect it, what we can make out of it - all of which is impeded by copyright and enabled by openness.

    2. how we make decisions with that data needs to be as transparent as the content

      another black box that needs to be opened

    3. And so, that part I think was the second marking point for me was this idea of connectedness, and that by being connected-- being transparent and connected-- you produced this huge array of potential knowledge futures in these areas.

      Transparency is an important part of openness that I don't see discussed much in the OER community these days. If we replace an expensive text with free OER there is a great financial benefit for students, but the process of developing and selecting the OER remains something of a black box to the students. But if the students are involved in that development and selection, that process becomes transparent. Students can learn the process as well as the content, and build powerful learning skills, and an increased level of educational independence.

  11. Sep 2017
    1. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.

      Etexts have an advantage in the annotation department in that they're not limited to the marginal space. Annotations can be as lengthy as they need to be. They can also be organized through tags, and thus easily searched. They can contain hyperlinks and be hyperlinked, tying texts together. I wonder how many people are taught, in any meaningful or systematic way, to use digital texts. And if they were, how would that change this dilemma.

    1. copyright is about ambiguity, not right and wrong answers, may be a helpful way of framing copyright education

      Does this relate to Perry https://www.cse.buffalo.edu/~rapaport/perry.positions.html ? I wonder.

    2. want to remain neutral or impartial

      Education, in a broad sense, is the pursuit of truth. If we support the pursuit of truth, we are not neutral.

    1. University-wide 33–39% of faculty said that fewer than half of their undergraduates meet their expectations

      This could mean that students are lacking in info lit skills, or that a minority of faculty have unrealistic expectations

  12. Aug 2017
    1. pedagogy of research

      makes me think of Bruce's Six Frames, "Learning to Learn" http://www.tandfonline.com/doi/full/10.11120/ital.2006.05010002

    2. Sometimes, even people immersed in a discipline don’t quite understand how or why information is organized

      an example of how literacy is a continuum. People immersed in a discipline are hardly "info illiterate," but how and why info is organized is a discipline in itself

  13. Apr 2017
    1. these do not replace the conventional literacies of reading and writing, speaking and listening, but are supplemental to them

      they could also be seen as different facets of conventional literacies. I see relationships with the ACRL Framework

    1. ‘truth’ is something generally believed by people in a position to know, that are likely to tell the truth

      I need to think about how this relates to the long-running discussion of truth and the Framework

    2. The idea that you’ll get to truth by, for instance, just reading Breitbart and then Truthout, and somehow will come to truth, is kind of a bizarre idea

      The truth that one comes to through this process is not the veracity of things being discussed, but rather an understanding of how different sides discuss things, their perceptions and priorities.

    1. Participating includes: creating, using, adapting and improving open educational resources; embracing educational practices built around collaboration, discovery and the creation of knowledge; and inviting peers and colleagues to get involved

      info lit connections

    1. 1) No one can even agree on a definition of “fake news,” even though a ridiculous number of words are being spent trying to define it.2) Folks don’t seem to understand the evolving nature of the problem, the way that manipulation evolves, or how the approaches they propose can be misused by those with whom they fundamentally disagree.3) No amount of “fixing” Facebook or Google will address the underlying factors shaping the culture and information wars in which America is currently enmeshed.
  14. Mar 2017
    1. "This is an issue that cuts broadly across the social media and news industries, and we are working together to help people better understand the sources and authenticity of information before they share with their friends or family," Justin Osofsky, Facebook's vice-president of global operations and media partnerships, told AP.
    2. "If you build the freeway, you have the responsibility to make sure the freeway is safe," he told AP."You shouldn't just say that if there are potholes, drivers should try to avoid them."
    3. "Publishers need to take this finding seriously going forward and think about their readers as ambassadors to cultivate. Social media sites should also think seriously about transparency when it comes to emphasising where news articles originate."
    4. The Media Insight Project had this advice for journalists, their employers, and social media networks like Facebook:To publishers and journalists: Your readers and followers are not just consumers to monetise, instead they may be social ambassadors whose own credibility with their friends affects your brand's reputation. It is the sharer's credibility, more than your own, which determines other people's willingness to believe you and engage with you. This underscores the importance of news organisations creating strong communities of followers who evangelise the organisation to others.To news-literacy advocates: In light of growing concerns about "fake news" spreading on social media, this experiment confirms that people make little distinction between known and unknown (even made-up) sources when it comes to trusting and sharing news. Even 19 per cent of people who saw our fictional news source would have been willing to recommend it to a friend.To Facebook and other social networks: Facebook and other social networks could do more to emphasise and provide information about the original sources for news articles. The fact that only two in 10 people in our experiment could recall the news reporting source accurately after seeing a Facebook-style post suggests that basic brand awareness has a long way to go. We found that sharers affect perceptions more than the original news reporting source — but might that change if Facebook made the reporting source label more prominent?
    5. Ms Wardle said the research was a wake-up call for journalists, who should think of themselves as creators of individual "atoms of content", rather than focusing on their brand."Create content that is shareable, do excellent journalism that will be shared — but know that this will not always be enough," she said.
    6. "So as citizens of information and consumers of information, we have to learn how to be critical of the information that we consume and journalists have got an important role to play in helping audiences navigate the news ecosystem.
    7. "Times have changed. It used to be that we had gatekeepers; we had the ABC. [People] went to the newsagent and got their paper and paid their money. Now news comes to us via text message or email or Twitter or Facebook," she said.
    8. "We now become publishers when we share. So we have a responsibility to think about that before we retweet."Claire Wardle
    9. "When people see news from a person they trust, they are more likely to think it gets the facts right, contains diverse points of view, and is well reported than if the same article is shared by someone they are sceptical of," the researchers wrote.
    10. The study found that what mattered most was whether the story was posted to Facebook by someone trusted, or someone previously tagged as not trusted by the social media user.
    11. The study by the Media Insight Project found that people's trust in a piece of content on Facebook was stronger if they trusted the person who shared it — regardless of what organisation published it.
    12. Your favourite social media star is more influential than media organisations that have built up their audience's trust over decades, according to a recent experiment.
    1. For the past 40 years, society has demanded information literacy of students

      Some people have been advocating for information literacy, but I have not seen evidence of a societal demand. In my experience, info lit is regarded as something that would be nice to have as part of the curriculum, if there was time and as long as someone else is responsible for it. We've spent 40 years trying to get it on the radar of faculty and administration.

    2. Information literacy presumes a set of unbiased institutions and incorruptible instructors are waiting in the wings to begin inculcating the masses with the proper truth procedures.

      I'm not sure of the basis of this characterization of information literacy. It makes it sound as if we assume a mantle of papal infallibility, and it seems to ignore the complexities of info lit.

    1. Teaching students to separate fact from fiction has become a priority after an election in which false "news" played a large role.

      Incredibly important right now.

    1. the expert isn’t always right

      There are issues of ethics that are not discussed here. Experts may have conflicts of interest. Experts may mislead or deceive, if they see a benefit to doing so. It seems to me that this behavior is becoming more acceptable, or at least that it has fewer consequences. The distrust then is less of expertise than of the expert.

  15. Feb 2017
    1. We need to involve them in producing their own curriculum, their own organisational context, their own networks and rules of engagement

      open ed

    2. Media literacy, data literacy, algorithmic awareness: these are not optional extras in a course of study now.

      The web a basic communication platform these days. Understanding how to use it is as important as understanding how to use a word processor, yet it seems to be outside the curriculum in most places.

    3. Legal protections, rights, and democratic responsibilities are provided to citizens of a nation state, not to users of privately-owned digital platforms.

      Which is why we need DoOO, which requires some digital literacy even as it builds it. I wonder what protections and rights are provided to the indie web though.

    1. ‘information literacy’ suffers from a lack of descriptive power. It is too ambitious in scope, too wide-ranging in application and not precise enough in detail to be useful in an actionable way.

      Interesting point - information literacy is "too big to know." One response has been to define it down, others would fracture it into multiple literacies. While it may be necessary to break it down to make it manageable, the larger view is important too.

    1. ndividuals can organize bodies ofknoWl-elg=--Esearch texts or other presentations for useful_analyze----nesvzskills in orderatc0Jprogram" their ownwacq4isition sequences

      These learning skills are all part of info lit.

    2. evoteseeiin = rs= mtensiye- attention to itevelopmentskills _of learning i se =-will enaincreasin =o -le- arn--o10Ille-neehltema c=o _ca.rerarnrne -instrdd

      I see this as a call for information literacy - relates to Bruce's Learning to Learn frame

  16. Jan 2017
    1. Fake news is just squatting in one part of one building in an entire landscape of neglect and corruption; evicting them will make no difference to the blight.
  17. Dec 2016
    1. We need to have our crap detectors on high alert, and double-check everything we can, especially if you find it popping back into your mind later.

      To be critical, we have to read, think, and process over time. I'm definitely guilty of casual scrolling, but I'm also much more careful about the quick retweet.

    2. That means they make it easy to get the “gist” of a “news” story without going to the actual article, and they attract attention away from the name of the source in their news story previews.

      This is huge. Pew's report this year said that 57% of American adults still watch TV for news (which includes cable), but in the 18-50 year old bracket, 50% are online. There is a significant shift toward news skimming over news reading.

    3. Be wary of casual scrolling. This is hard work

      That's an understatement. I wonder if information diet is an issue here - i.e. avoid the sites that serve us crap.

    4. This is more than traditional information literacy

      I would say that this is information literacy. Traditionally, we have promoted a rather narrow view of IL, which is part of the problem.The ACRL Framework may be a step in the right direction.

  18. Nov 2016
  19. Oct 2016
    1. quoted Wittgenstein "The meaning of a word is its use in the language".

      This relates to Bruce's Frames - different people have different understandings of what IL is.

    2. you could teach for information literacy, but not teach information literacy

      Interesting distinction. It is more effective to engage in the practice of IL than to teach about IL.

  20. Jul 2016
    1. Beetham and Sharpe ‘pyramid model’ of digital literacy development model (2010)

      like this model and the progression it represents. It might be interesting to compare it to imposter syndrome. Identity represents a level of confidence in one's abilities, confidence which can be independent of ability level.

  21. Jun 2016
    1. it can mean that students see themselves as actively building their learning

      This is the heart of the open ed/info lit connection. If the perception is that students go to school to be taught, the more important goal of learning how to learn is so much more difficult to achieve. But fostering lifelong learning means ceding some control over what is to be learned to the learner.

    1. transliteracy is that it is the ability to be able to present your ideas, connect and manage your presence equally well no matter what tools and technologies you select

      Interesting that transliteracy is at the heart. Information comes in may forms and flows through many channels. Transliteracy. IMO, recognizes the multiplicity.

  22. Mar 2016
    1. Do learners have the necessary skills to be able to learn in such a free range environment?

      This is exactly the set of skills that students should develop in college. They should walk away as independent lifelong learners.That's why we push information literacy - so that students will have the tools to learn on their own.

    1. But I see some promising changes that align with the emphasis in the Framework on creating rather than consuming, on understanding systems of information rather than how to find stuff, on context and making critical judgments that go beyond making convenient consumer choices. If we think about information as something communities create in conversation within a social and economic context rather than as a consumer good, we may put less emphasis on being local franchises for big information conglomerates and put more time, resources, and creativity into supporting local creativity and discovery. We may begin to do better at working across boundaries to support and fund open access to research rather than focusing most of our efforts on paying the rent and maintaining the security of our walled gardens. And as we make this shift, we may be able to stop teaching students how to shop efficiently for information that won’t be available once they graduate. We may help them think more critically about where knowledge comes from and how they can participate in making sense of things.

      Nice!!!

  23. Mar 2015
    1. the greatest oppor­tunities for librarians lie in deeper connections to the curriculum, adapting to new modes of pedagogy, linking technology-rich and collaborative spaces in libraries to learning