8/9/2019 Indicators of Scholarship and Propaganda Handout

1/1

Indicators of Propag(Bodi, 1995, pp. 23-24; Gambrill, 1

nda and Scholarship992, as cited in Bodi, 1995, p. 23)

Propaganda Scholarship

Excessive and grandiose claims of certainty (Gambrill,1992, as cited in Bodi, 1995, p. 23).

Describes and acknowledges limits of data (Gambrill,1992, as cited in Bodi, 1995, p. 23).

Employs ridicule or personal attacks (Gambrill, 1992, as

cited in Bodi, 1995, p. 23).

Presents an accurate representation of alternative

viewpoints (Gambrill, 1992, as cited in Bodi, 1995, p.23).

Appeals to emotion, rather than logic (Gambrill, 1992, ascited in Bodi, 1995, p. 23).

Offers data supporting and refuting viewpoint (Gambrill,1992, as cited in Bodi, 1995, p. 23).

Manipulates or distorts data to support point-of-view(Gambrill, 1992, as cited in Bodi, 1995, p. 24).

Encourages discussion, debate, criticism, and question(Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Suppresses opposing point-of-views and contradictions(Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Answers disputes by employing widely accepted criteriafor evaluating data (Gambrill, 1992, as cited in Bodi,1995, p. 23).

Appeals to popular prejudices and biases(Gambrill,1992, as cited in Bodi, 1995, p. 23).

Searches for countering viewpoints and examples(Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Relies on Suggestions and Negative Innuendo(Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Uses language in agreed-upon, accepted ways(Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Devalues and dismisses critical thinking and appraisal(Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Information is updated (Gambrill, 1992, as cited in Bodi,1995, p. 23).

Transforms or augments language to suit purpose(Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Ignorance is admitted (Gambrill, 1992, as cited in Bodi,1995, p. 23).

Minimizes/Magnifies Suggested Remedies/Problems(Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Makes attempt to discuss general laws and universalprinciples (Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Advances views, information, and data out of context(Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Finds area of investigation and field of expertise difficult,complex, and their own understanding incomplete(Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Ignores or skews data that does not favor their point-of-view (Gambrill, 1992, as cited in Bodi, 1995, p. 23).

Depends on critical thinking skills (Gambrill, 1992, ascited in Bodi, 1995, p. 23).

Produces and operates on many levels of both truth andfalsehood (Bodi, 1995, p. 24).

Admits weakness and strives for truth (Bodi, 1995, p.24).

Presents a premise or point-of-view as the only point-of-view (Bodi, 1995, p. 24).

Includes or acknowledges dissenting point-of-views (Bodi, 1995, p. 24).

Deliberately Misleading (Bodi, 1995, p. 24). Admits bias or viewpoint and attempts to be fair-minded and not misleading (Bodi, 1995, p. 24).

Employs manipulative uses of charts, graphs, statistics,and tables to support point-of-view (Bodi, 1995, p. 24).

Carefully interprets data and presents it if it supports orrefutes point-of-view (Bodi, 1995, p. 24).

Provides made-to-order answers and solutions toproblems (Bodi, 1995, p. 24).

Encourages and invites critical analysis (Bodi, 1995, p.24).

Successful use results in changing attitudes, behavior,and motivations (Bodi, 1995, p. 24).

Encourages and invites continuing research (Bodi,1995, p. 24).

References:

Bodi, S. (1995). Scholarship or propaganda: How can librarians help undergraduates tell the difference? The! Journal of Academic Librarianship, 21(1), 21-25. doi:10.1016/0099-1333(95)90150-7

http://linkinghub.elsevier.com/retrieve/pii/0099133395901507http://linkinghub.elsevier.com/retrieve/pii/0099133395901507