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These days, students and teachers alike are spending a lot of time online. Among issues which affect those who "live on the Internet," information validity and "information overload" are frequently discussed. Both of these issues can be addressed through critical thinking. More specifically, students and teachers can undertake what Alexandre calls "online literacy," the Internet version of "media literacy." By evaluating, creating, and analyzing online content, anyone should be able to assess the validity of the information they process and decrease the effects of "information overload" in their online lives.This session will explore online literacy in learning and teaching contexts.
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ALEXANDRE ENKERLIHTTP://ENKERLI.WORDPRESS.COM
Online Literacy and Critical Thinking
This Session
Semi-directiveUse chat to interactQuestions at endRecording will be availableSlides already available
Introductions
LocationsInterestsPrimary roles
Students Teachers Journalists/media
Origins of this Session
Journalism on online reading “Kids these days”
Living onlineInformation overload and globalisationOther WiZiQ sessions
Tall Order
Primary learningTakes time
Ways of Knowing
“Planting landminds”
Literacy
“Reading and writing”Basic skillSavviness (being savvy, know what to do
with)Individual approach
Media Literacy
“Don’t get fooled”“Everyone has something to sell”“In on secret”“How to read newspapers”Media criticism
Journalistic Assumptions
Source trustRemoving biasBalance and neutralityDifference in skills
Critical Thinking
“Critical sense” («sens critique»)Behind informationCan a representation be accurate?Make mindCriticism Not Nitpicking
Online Disadvantages
Fragmented readingSkimmingNo authority?Information overload
Online Advantages
Ease of findingEase of sharingMultiplicity of voicesMultichannelInformal
Forced Critical Thinking
SpamTrollFanboyApril Fool’sThe OnionThe Colbert ReportThe Daily Show with Jon StewartBlog
Information Overload
“Fire hydrant”Don’t try to take everything inDeemphasize memorySeek information or let information select youKeywords, tags, folksonomiesDistributed reading
Taking In
“Read, read, read”Immerse yourselfOverwhelmingDon’t worry about understanding everythingReserve judgementNotice patterns
How to Read
Concentric circlesFront and back matterHeadingsAssumptionsShaver and Reimer on better reading
Processing
EvaluatingCreatingAnalyzing
Post-Reading
“Establish relationship with author”DiscussShareCommentTransform
Writing
Active readingNote-takingQuick writingPublic writingDare writeTry ideas outGetting comments
Source
Source criticismSource biasPrimary or secondary sourceNarrative and form“Why do they say this?”Cultural translation
Source Types
JokeFairytaleRumourLegendNewspaper pieceEncyclopedia entryPersonal narrative (anecdote)Peer-reviewed scholarly journals
What to do with source?
ContextAuthorInternal structureRepresentative of viewpointUse in broader approachIndependent verificationDiscuss
Wikipedia as Source
Encyclopaedias in generalNeutrality as ideal (NPOV)Exhaustivity as dream (Diderot)Britannica isn’t better
Often single-author Selected topics Anglo-American Monolingual
Links
Baloney Detection KitShaver and Reimer on Reading BetterIntellectual Self-DefenseIntute’s Virtual Training Suite
Internet Detective
Raising Standards – By Lowering Them
Wikipedia Articles
Information CriticismCritical LiteracyCredibilityCognitive AuthoritySource EvaluationSource Criticism
Alexandre Links
Main blog: Disparate http://enkerli.wordpress.com/
SlideshareDiigoTwitterDrop.io
