But I maintain that all of this is a monumental and dangerous waste of human talent and energy. Imagine what might be accomplished if this talent and energy were turned to philosophy, to theology, to the arts, to imaginative literature or to education? Who knows what we could learn from such people - perhaps why there are wars, and hunger, and homelessness and mental illness and anger

They will also start to critically question media that they didn’t create.

understanding the implications of working openly

“CRAAP isn’t about critical thinking – it’s about oversimplified binaries.”

In a role reversal, media and retail platforms, such as Amazon, had begun to evaluate their users to determine what information they should receive

need for ethical practice

college failed to prepare them to ask questions of their own

Timing of food intake can rewire temporal coordination of metabolism and gene expression and thereby modify disease progression

ending conversations is a classic “coordination problem” that humans are unable to solve because doing so requires information that they normally keep from each other. As a result, most conversations appear to end when no one wants them to.

emerging technologies such as deep fakes, facial recognition, and other applications of artificial intelligence

an extended notion of information literacy is essential to the future of democracy, if citizens are to be intelligent shapers of the information society rather than its pawns

information literates.They have learned techniquesand skills for utilizing the wide range ofinformation tools as well asprimary sources in molding information solutions totheir problems

Information has value indirect onortion to the control it rovides him overwhat he is and whathe can become

poor searching and citing of the literature

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

differing nomenclature makes the search for a commonly agreed definition or understanding of digital literacies even more elusive

Representation of Digital Intelligence

Information we receive without consciously asking a question

German students were able to generate more than a dozen questions

digital literacy and media literacy

the protection of private information in an online environment has become the responsibility of user

I want to argue they have the opposite problem.

information enters a community through only a few restricted channels

The human mind, however, is arguably broken, and educators must implement a rigorous curriculum of informal logic before our gathering gloom of fallacies, magical thinking, conspiracy theories, and dogma make the Dark Ages look sunny by comparison.

the ability to connect the dots between people and ideas, where others see no possible connection. An informed perspective is more important than ever

have the literacies to understand the work

accessible

public narratives and the possibilities of digital storytelling

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

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

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

Technology is the problem. When the profit motive trumps the public good

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.

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

pedagogy of research

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

many students I met were being told that Wikipedia was untrustworthy and were, instead, being encouraged to do research

For the past 40 years, society has demanded information literacy of students

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.

‘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.

Open is a purposeful path towards connection and community. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved

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

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

information literacy needs to be embedded in digital inclusion programmes from day one

the ability to critically evaluate information and use it to make informed choices

Shouldn't algorithmic simulation be studied as a driving cultural force

This is practically identical with librarians' conceptions of information literacy

citizens are to be intelligent shapers of the information society rather than its pawns

a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact

clever men who rule over them in virtue of their necessary superiority

Literacy Compared to What

Should everyone take a course in creating a Web page, computer programming, TCP/IP protocols or multimedia authoring?

Jenkins’ argument is that cultural progress is necessarily the result of freedom

less of a consumer space and one more useful for meaningful learning and interaction

beyond character decoding and extends to publishing prowess, presentation skills, and the interpretation of things like memes and platforms

sociocultural development of participatory perspectives and literacies

building blocks of the web and encouraging them to take an active role in the construction of their own digital identity

students who are new to this kind of web and this kind of approach to interaction. Significantly, most students haven’t been taught to think about how the natures of knowledge, authority, composition, and learning have changed/are changing.

Identifying what information is needed Finding the information Evaluating the information

emphasizing information literacy as a holistic, as opposed to task-specific, practice and disposition

efficiency is not always the primary goal in gathering information

It highlights the importance of learner agency, learning in public, control over one’s digital identity, and the increasing importance of Web literacies.

Decide where and how their information is published;

critical comparison of similar messages delivered through multiple modes

Utilize information modalities that fit the needs and expectations of the activity and community of practice.

Getting students to follow their instructors’ blogs and other informal scholarly writings on the web is a great introduction to this knowledge practice.

Maintain a wiki, blog, or other platform to share reflections, thoughts, and analyses of scholarly work in a given discipline, field, or research area.

Debate is much more effective at developing this knowledge practice than the more commonplace research papers on hot topics.

This requires A LOT of exposure and practice across multiple courses.

there is a big difference between someone who can intellectually describe what they SHOULD do, and actually practice what they preach

it is not simply about the ability to evaluate information for features such as authenticity, quality, relevance, accuracy, currency, value, credibility and potential bias.

3. Summarize the background in five sentences or less

mean literally draw it

6. Now read the methods section. Draw a diagram for each experiment, showing exactly what the authors did.

1. Begin by reading the introduction, not the abstract.

I made a universally editable spreadsheet that students could interact with throughout the lesson.