A Librarian's Diet: Do You Know What You're Eating?
In today's digital world, we have access to all the answers of the world within our hands. We are able to able to locate information, but often lack the critical thinking skills needed to "evaluate and use effectively the needed information" (ALA,nd.) With the mass amounts of news and data coming to us 24/7, it can be difficult for consumers to be able to determine what is real and trustworthy. So often, we tend to believe what seems to be a "real story". This difficulty navigating the information highway isn't just limited to adults, but the children of the 21st century age.
With the rise of social media and the availability of technology and devices, information is "on the menu" anytime. But are we questioning what we are "eating"? It has become so easy just to "devour" whatever information is placed in front of us. With this ability to access information comes the responsibility of understanding what we are "eating". How do we ensure that we have a "healthy information diet" and know how to select only the best "fruit", as well as to know what "farm" it came from. Okay, I feel like I'm over using this analogy, but it makes a clear point of how important it is to question what we take in and "feed" our minds in order to have a "balanced diet".
In this week's readings, we were introduced to the Big6 and how to solve an information problem or to make a decision. The steps developed seem to be something that we natural employ in various ways, but this process is meant to provide "life skills". The Big6 integrates information search and use of skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks" (Big6, nd.). We were also introduced to the P21 Framework, goes a step further in developing students "essential skills for success in today's world, such as critical thinking, problem solving, communication and collaboration" (P21, nd). The P21 Framework takes the core educational classes and gives a "framework" on how to apply key information literacy, media literacy, and critical thinking skills. Including these steps and frameworks will help prepare students for their futures beyond the classroom and librarians will be key stakeholders in providing these essential skills.
All of this information seems to come together after listening to the Fake News and Media Literacy - A Podcast. Clay Johnson not only gives insight into how to question information, but says that librarians are "the hope of our species" in relation to one librarian's questioning of creditability and you need to ask a librarian, when it comes to media literacy. Johnson states in the podcast that we should question everything we read and hear, even the podcast he was giving. He gives an outline of six steps that will guide students and adults to check that information is credible and "real".
Step 1: Legitimate news will name the author or contributor (accountability)
Step 2: Who is the publisher? What is their reputation? Is there an editorial review board?
Step 3: Check the publication date. Fake news will often not include a date, but use older news and make it seem "new".
Step 4: Did they site their sources? Watch out for phrases like, "People are saying" and "Studies show/say".
Step 5: Was the article well written? Check for typos, grammar mistakes, the use of all caps.
Step 6: Does the article make you feel angry or afraid? If it touches on your emotions, check it out. The more you agree, the more you should question.
These are the skills that teacher librarians can offer classrooms, as well as apply to their own lives. I have to admit that I also get sucked into online headlines and social media feeds, but this is what will make me a viable resource. I can relate my own information usage to students. How do I check out the "news" that I am exposed to daily? How do I question and check out information before I share it? While looking through information online, I found this helpful video that would be helpful for teachers and upper middle school/high school students. It is non-threatening and easy to understand. It completely supports Clay Johnson's six steps.
References
Gungor M. (Host). (2017, March 7). Fake News and Media Literacy [Audio podcast]. Retrieved from https://anchor.fm/the-liturgists-podcast/episodes/Fake-News--Media-Literacy-eutfrm/a-a58d433
Batelle for Kids. (n.d.) Framework for 21st century learning. Retrieved January 26, 2022from http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
TheBig6.org. (n.d.). Retrieved January 26, 2022, from https://thebig6.org/
Welcome to ALA's Literacy Clearinghouse. Welcome to ALAs Literacy Clearinghouse. (n.d.). Retrieved January 26, 2022, from https://literacy.ala.org/information-literacy/
I also really enjoyed the portion of the podcast that featured Clay Johnson. I found that he kept his contributions unbiased, which is rare these days. (Or maybe that's just how I see things, LOL.) The knowledge and suggestions that Johnson shared were inherently good and non-threatening, which led me to research more about him and the podcast creators. In addition, it's interesting to think that Johnson's book was published in 2012 and the podcast episode in 2017, yet here we are. I am hopeful that as teachers and librarians we can change things for the better when it comes to healthy information consumption. -Cate Mortensen
ReplyDeleteI loved the podcast. My biggest issue is how could I repackage it for my students and their families in a way that they could understand the concepts being shared while using language that informative in tone, not dogmatic. I fear it often, as mentioned, becomes a political debate and what's being shared is lost in the debate that is spawned by the topic. I also agree with Cate's above comments and am doing my best to remain hopeful as well.
ReplyDeleteKaty Holder
The Liturgists' presented great ways to ensure the information we are taking in is valid and reliable. I agree with you completely with the role of teacher/librarians is to teach our students how to determine the reliability/accuracy/bias of information, but I never really thought about how my personal information habit would affect my viability as a professional. Thank you for pointing out that connection - no matter how separate they may seem, personal habits will be reflected in professional habits.
ReplyDelete