14

 · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before

  • Upload
    others

  • View
    3

  • Download
    0

Embed Size (px)

Citation preview

Page 1:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 2:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 3:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 4:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 5:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 6:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 7:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 8:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 9:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 10:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 11:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 12:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 13:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before
Page 14:  · psychological phenomena by first evaluating the validity of the source of the information (information literacy), and secondly by asking students to weigh the evidence (before