23 Matching Annotations
  1. Jun 2018
    1. To avoid confirmation bias in searches: Avoid asking questions that imply a certain answer. If I ask “Did the Holocaust happen?,” for example, I am implying that it is likely that the Holocaust was faked. If you want information on the Holocaust, sometimes it’s better just to start with a simple noun search, e.g. “Holocaust,” and read summaries that show how we know what happened. Avoid using terms that imply a certain answer. As an example, if you query “Women 72 cents on the dollar” you’ll likely get articles that tell you women make 72 cents on the dollar. But is you search for “Women 80 cents on the dollar” you’ll get articles that say women make 80 cents on the dollar. Searching for general articles on the “wage gap”  might be a better choice. Avoid culturally loaded terms. As an example, the term “black-on-white crime” is term used by white supremacist groups, but is not a term generally used by sociologists. As such, if you put that term into the Google search bar, you are going to get some sites that will carry the perspective of white supremacist sites, and be lousy sources of serious sociological analysis. Plan to reformulate. Think carefully about what constitutes an authoritative source before you search. Once you search you’ll find you have an irrepressible urge to click into the top results. If you can, think of what sorts of sources and information you would like to see in the results before you search. If you don’t see those in the results, fight the impulse to click on forward, and reformulate your search. Scan results for better terms. Maybe your first question about whether the holocaust happened turned up a lousy result set in general but did pop up a Wikipedia article on Holocaust denialism. Use that term to make a better search for what you actually want to know.

      The art of asking the right question applies to research as well as surveys. If you ask the question the right way, you will be more likely to get the answers you want. This is another area of web literacy as well as critical thinking: should I trust the results of any given survey?

    1. Treating Google’s “Snippets” with Suspicion

      High school researchers are infamous for going for the quick, easy answer to their research queries. This is a good caveat, especially the last bit about blatant misinformation. Think critically, always!

    1. Quotes are the internet are some of the most commonly faked content. People misattribute quotes to give them significance, or fabricate tendentious quotes to create controversy. (For some examples of fact-checking historical quotes, check out Quote Investigator)

      This is another tool I would probably use frequently. I especially like the mention of a site for checking historical quotes, which is more likely to be something I'm searching for. Misattributed quotes is one of those things that can take on a life of their own on social media!

    1. Using the Wayback Machine to Check for Page Changes

      I have been stymied in the past when a website I use for a class seems to have vanished. Now I have a tool for at least attempting to track it down again!

    1. Verifying Twitter Identity

      I am very new to Twitter, so this is good to know. I've heard of fake Twitters before. Its good to know there are ways to verify the authenticity.

    1. The news gathering piece is affected by this, but in many ways largely separate, and the reputation for fact checking is largely separate as well

      This is a very important distinction. The analysis doesn't really matter unless you believe that the facts they are using as the basis of the analysis are accurate. Accuracy is more important than slant.

    1. Using Google Scholar to Check Author Expertise

      This is a new one on me. I was completely unaware that Google offered search engine specifically to identify an author's level of expertise. This could be useful.

    1. Lateral readers gain a better understanding as to whether to trust the facts and analysis presented to them

      Instead of reading the information and then wondering about its reliability, you check the site's reputation first. This is a good strategy to teach students!

    1. by going to the local source we can start with a cleaner version of the facts

      This is like a game of telephone, where a phrase, or story is shared along a line of people. It is often very different by the time it gets to the end of the line. The only way to know what the original source said is to go back to it.

    1. Using Google Reverse Image Search

      This is a very useful research tool! I am pretty good at finding print information, but I have wanted to find the source of an unattributed photo before but did not know how to go about it.

    1. Incidentally, we also find answers to other questions in the Matthew Mills version: he took the picture but didn’t arrange the carts

      I don't see how they can tell that he did not arrange the carts before taking the picture. Am I missing something?

    1. This also introduces us to another helpful practice: when scanning search results, novices scan the titles. Pros scan the URLs beneath the titles, looking for clues as to which sources are best. (Be a pro!)

      Definitely good advice- The URL gives you information about the site itself, rather than relying on the headline to accurately give you a sense of the material.

    2. Unfortunately, many people on the web are not good citizens. This is particularly true with material that spreads quickly as hundreds or thousands of people share it–so-called “viral” content.

      This is another issue that is often highlighted in Digital Citizenship material presented to high school students. Proper attribution for anything used from the web is important.

    1. You’ll also occasionally see people complaining about a story from the New York Times, claiming it shows a New York “liberal bias” only to find the story was not even written by the New York Times, but by the Associated Press, Reuters, or some other syndicator.

      This is true, but the NY Times still selects the content from the AP or other wire services that they include, so the claim of bias would not necessarily be off base just because it was not written by a NY Times reporter.

    2. You click through to a page that’s on the New York Times site, but not by the New York Times:

      This is true in print newspapers as well. A lot of the content in the Fairbanks paper is not written by a reporter in Fairbanks. The key is to pay attention to things like to byline.

    1. After you’ve ranked the websites, answer these questions: Did the ranking surprise you at all? What do you think the quantity of sponsored content indicates about a website? How does this change your perspective on these websites’ reliability? Why would some websites have more sponsored content than others?

      I'm not sure how valuable this activity really is. The quantity of sponsored content is probably a factor of each news site's claims of viewership (basically analogous to TV show ratings). Advertisers want to place their ads where they will get the most exposure. The main caveat on sites that have a lot of sponsored content is just to be sure you know what you are clicking on.

    1. It’s an ad served from another site into this page in a way that makes it look like a story.

      This is a very important point to make with students. They will often click on links without even noticing the small print that indicates they are not related to the current site or story.

    1. Because the Wikipedia community has strict rules about sourcing facts to reliable sources, and because authors must adopt a neutral point of view, its articles are often the best available introduction to a subject on the web.

      I have always objected to the fact that the Fairbanks district blocks Wikipedia for students. I agree with this assertion that it is often a good place to start a search. I also point out to my students that the source information can help them expand their search as well.

    1. a reputable fact-checking site or subject wiki will have done much of the leg work for you: tracing claims to their source, identifying the owners of various sites, and linking to reputable sources for counterclaims

      You don't have to reinvent the wheel! This advise definitely makes fact checking seem less daunting.

    1. Our normal inclination is to ignore verification needs when we react strongly to content, and researchers have found that content that causes strong emotions (both positive and negative) spreads the fastest through our social networks.[1] Savvy activists and advocates take advantage of this flaw of ours, getting past our filters by posting material that goes straight to our hearts.

      This can be compared to spreading gossip in the analogue world, except, when shared on-line, it can move much faster and farther with potentially vastly increased impact. Fact checking becomes all the more important when in the digital community!

    1. And if at any point you fail–if the source you find is not trustworthy, complex questions emerge, or the claim turns out to have multiple sub-claims–then you circle back, and start a new process. Rewrite the claim. Try a new search of fact-checking sites, or find an alternate source (Circle back).

      The problems will be to get high school students to do this. I must admit, I would also find this process daunting and time consuming. I want to be a critical consumer of on-line information, but it can be exhausting!

    1. For these daily tasks, students need concrete strategies and tactics for tracing claims to sources and for analyzing the nature and reliability of those sources.

      I am already thinking I may assign this to my AP students at least, and possibly in all my classes!