"New Research Shows" - or does it? Using ‘Junk Science’ in Information Literacy...

NCLA Biennial Conference | Winston-Salem, NC | October 2013

"New Research Shows" - or does it? Using ‘Junk Science’ in Information Literacy

Instruction

Rosalind Tedford

Director for Research and Instruction Services

ZSR Library, Wake Forest University

tedforrl@wfu.edu

Background Info

• ZSR/WFU• Who I am • Our Information

Literacy Program

ACRL Information Literacy Competencies for Higher Education

• Standard One: The information literate student determines the nature and extent of the information needed.

• Standard Two: The information literate student accesses needed information effectively and efficiently.

• Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

• Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

• Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

What is Junk Science??

Also: News Media

General ‘Junk Science’ Exercise Info

• Students/Instructor find ‘junk science’ article

• Students/Instructor find scholarly article referred to in the news story

• Students compare what the scholarly article says with what the news story says it said

• Discussion ensues • My stated goal: When they

see, hear or read a story that says ‘new study shows’ – they respond ‘I bet it doesn’t’

Original ‘Junk Science’ Assignment

• Background• Purpose• Design • Execution • Afterthoughts • Adapting the idea:

– One shots– 50 mins– For-credit – Assignments

Why Junk Science?

• Information Literacy Topics Addressed– Search Strategies– Academic Publishing

• Research Process• Peer Review• Publication ‘Politics’

– Changing nature of news– Google Search Issues – Anatomy of Articles– Critical Thinking

• Student Engagement – Find examples that interest them

• Active Learning • CRITICAL THINKING

Autism Example

• News Reports– New York Times (Best)– PR Newswire (Meh)– Bloomington Alternative (Worst)– Coverage from a funding source (you decide)

• Actual Study in Archives of General Psychiatry• New Republic Article

Other Sites for Inspiration

• Google a phrase like: – “New research shows”– “New study finds” – “Researchers have found”

• TimeHealthland• NY Times Health• NIH News in Health• NHS Behind The Headlines (from UK – they actually

look at the real research)

Other Useful Links

• NPR Story on scientific reporting and retractions• Parody news web site about a scientific article

(BRILLIANT and the comments are even better)• The Lay Scientist Blog

Image Sources

• http://amontenegro.blogspot.com/2009_04_01_archive.html• http://

www.ucsusa.org/scientific_integrity/science_idol/2011-science-idol-contestants.html

Questions?

Rosalind Tedford

tedforrl@wfu.edu

Presentation Available:

http://www.slideshare.net/roztedford