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in an era of Post Truth
Information LiteracyAUTHENTIC
@acarbery
CONTEXT
Embedded instruction reaching every student
SEVEN TIMESthroughout their undergraduate studies
EVERY STUDENT,
EVERY STUDENT,SEVEN TIMES
EVERY STUDENT,SEVEN TIMES
(in some cases, 9)
Program of instruction that relies on
15 UNIQUE, SEPARATE information literacy lessons
EVERLuckiest librarian
We’re teachingBUT ARE STUDENTS LEARNING?
AUTHENTICAssessment
to understand students’ information literacy
Leveraging ACTUAL STUDENT COURSEWORK
When asked to do so, students generally choose academic, peer-reviewed sources
for their research papers
Students generally
CITE & ATTRIBUTEtheir sources when the assignment is designed to encourage them to do so
In other words…
In other words…
When a student is specifically asked to do something,
In other words…
When a student is specifically asked to do something,when there are real grades at stake,
In other words…
When a student is specifically asked to do something,when there are real grades at stake,
they are more likely to perform positively in information literacy
But what about when they’re not specifically asked?
How much of our teaching actually sticks?
What about the
long-term applicability
of our instructional
efforts?
NEWS EVER!
MOSTDEPRESSING
RUDIMENTARY CONCEPTSEarly in their development, students can display
of information literacy
“This author is credible, because they have a PhD”
But what does that mean for the
real-world context?
“This article is from the New York Times,
therefore it's credible.”
Or well known?CREDIBLE?
How "simplistic" is our approach to teaching information literacy?
SCHOLARLY
vsPOPULAR
SCHOLARLY
vsPOPULAR
(resist the binary)
How much of our teaching is library centric?
Do we care that our users know what the definition of a periodical
is? How to search the OPAC?
How much of our teaching is academic-centric?
Is our information literacy instruction
GENUINE, MEANINGFUL and AUTHENTIC?
We ride the coattails of “lifelong learning”, but can we genuinely claim success in this?
showing students how to search EBSCO & Proquest products.
HOURS OF TEACHING EFFORTWe're spending
How is this setting them up for workplace success? Success in the real world? Prepared for civic duty?
When they're unlikely to have access to EBSCO & Proquest after they
graduate?!?
What does it look like for us to be info-centric instead of library-centric?
critical information literacyREAL WORLD
Using our profession to impact our community
Highlighting issues of
RACISM & PREDJUDICEin information landscapes
What does thewestern perspective
look like?
“EVILS OF CHINESE IMMIGRATION”
human trafficking
IL for understanding
from a local perspective
facilitating access tosurvivor storiesnot often heard
as perpetuated in informationGENDER INEQUALITY
Ideas of power in gender, as expressed
through information
information literacy forSOCIAL JUSTICE
our students care about these issues
Jan 23rd 2017
This is a real-world information literacy
problem
Speaking truth to power
in the unlikeliest places…
your move, mainstream media
your move, scholars
Information Literacy as it impacts our
EVERYDAY LIVES
2017: The year the filter bubble chicken came home to roost
Fake News: ANNOYING
Fake News: OXYMORON
Fake News?
Fake News: EVOLVING CONCEPT
evolving conceptDANGEROUSLY
When did we start talking about fake news?
Actually, just in the last 6 months
IFLA’s Guide to Spotting FAKE NEWS
false information
Fake news is NO LONGER ABOUT
Fake news can no longer be fixed by a
CRAP test or a LibGuide
Fake news as a moniker for“I don’t agree with you”
and I REJECT your premise, outright.
As consumers, we've positioned ourselves to discount the credibility
of information just because we disagree with it.
TO CONSUME IDEAS & INFORMATION
We've lost the ability
that we don't agree with.
filter bubble!We’ve created an analog version of our
is an information literacy problemTHIS
A REAL-WORLDinformation literacy problem
Despite overwhelming evidence, what makes us vote against our best interests?
Information as distraction
The consumption of information is evolving in complex & new ways
How do we toteach strategiesto address this?
CURIOSITY & INQUIRY
question-centric
teaching
Imagine a scenario where we're teaching information literacy, not to
know how to use the library, or search a database, or find information...
but instead, we’re teaching students to be
questioning, open & curious;
that we're teaching information literacy so our students are asking & answering questions about the world.
Imagine information literacy as a tool or a mechanism for curiosity and inquiry
to become engaged, informed global citizens
Information literacy at
the heart of learning
Information literacy at
the heart of citizenship
We can construct this world
Do not let
STRUCTURE & TRADITIONbe the thing that guides your values as an educator
