Information Literacy Resources
Some Activities:
Infromation Pollution: What's the Worst? Try this short activity best for groups. Learn about different types of information pollution by trying to rank them from the terrible to terriblerest. That's not a word. But you get the idea.
Information Pollution: Personifying that Pollution: Okay, this is a funny little assignment where you try to assign characters to verious types of information pollution.
Information Literacy Kahoot, Vol. 1: Try this short six question Kahoot to test your skills.
Information Literacy Kahoot, Vol 2: Hey! Another short Kahoot, another six questions to see how well informationally literate you are!
Information Literacy Kahoot: The Mega Kahoot! This is a bigger Kahoot that combines the previous Kahoots with other questions about media literacy.
Inoculation Science has great games as well as some great videos to get playing and exploring.
Cranky Uncle--the online game! Learn about different ways you might be manipulated. Also available for your cell phones.
Prebunking Slides #1: Here are five bits fromt the media. Can you tell if they're good, questionable or garbage? Contact Mr. Dixon for the answers.
Ad Fontes Interactive Media Bias Chart: It's a fascinating chart that shows many the span of bias. Worth poking around.
Here are a few resources that I've found helpful. Hopefull you will too. There's a ton out there. I'll be adding to this list as I come across more. I've noted some of my favorites with a little *.
Above the Noise has some great videos on all sorts of tech stuff. Here's a link to a playlist, with this featured article about fake news.
*Crankle Uncle is a fun game you can play on a browser or your cell phone. It will teach you to find and combat ridiculous arguments that you might encounter out there. Good info with a silly flair.
*Here is a Crash Course playlist all about information literacy. It's got some great stuff in there!
CTRL-F has some wonderful information lit resources. Here are some videos that you might find helpful.
Great article overviewing some of the issues of information pollution. Short and sweet.
Here is a scholarly article looking at Prebunking. There's a whole page I've dedicated to this, but that's okay. There's a link here, now too!
*Here's a great resource based on the above article. They have five short and playful videos meant to teach you how to spot information pollution. They also have games!
Here's a video about spotting Deep Fakes. How do we catch these videos and audio fakes? They can be fun, but they can also be very dangerous.
*Above the Noise. (2017, May 3). Why Do Our Brains Love Fake News? [Video]. YouTube. https://www.youtube.com/watch?v=dNmwvntMF5A&list=PLBtTC9WRs2VlE6Vhv0_sWZ5OTfdm1dEhq&index=2
*Cook, J. (2023). Cranky Uncle. Melbourne Centre for Behaviour Change at the University of Melbourne. https://crankyuncle.com/
*Crash Course. (2019) Introduction to Crash Course Navigating Digital Information #1 [Video]. YouTube. https://www.youtube.com/watch?v=pLlv2o6UfTU
CTRL-F. (2023, August 25). CIVIX Explains [Video]. YouTube. https://www.youtube.com/playlist?list=PLsSbsdukQ8Vbs9ee0PMK5Y5jdimLOp6qc
O’Brien, J. and Alsmadi, I. (2023, October 25). Misinformation, disinformation and hoaxes: What's the difference? The Conversation. https://theconversation.com/misinformation-disinformation-and-hoaxes-whats-the-difference-158491
Roozenbeek, J., van der Linden, S., Goldberg, B., Rathje, S., & Lewandowsky, S. (2022, August 24). Psychological inoculation improves resilience against misinformation on social media. Science Advances, 8(34), abo6254. https://doi.org/10.1126/sciadv.abo6254
*Short videos that inoculate against misinformation online. (2023) Inoculation Science. Retrieved November 21, 2023 from https://inoculation.science/inoculation-videos/
"Can you tell when a video is fake?" (2019, June 5). Above the Noise [Video]. YouTube. https://www.youtube.com/watch?v=Ro8b69VeL9U
Some Standards:
Hey, there are standards involved here! Pretty much all the standards talk about the importance of research and informational literacy. Check out the following national standards and think about how they might apply to the lessons and your classwork.
Let's start with some Common Core Standards. Woah. Those are very researchy.
CCSS.ELA-LITERACY.CCRA.W.9-12.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Check out the ISTE Standards from Section 1.3 Knowledge Constructors is a great place to see the value and purpose of our work! These are all about research.
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
1.3A Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
1.3B Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
1.3C Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
1.3D Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
And don't forget about the National School Library Standards. Here are two sections worth noting.
1. Inquire
Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
I.A. Learners display curiosity and initiative by:
1. Formulating questions about a personal interest or a curricular topic.
2. Recalling prior and background knowledge as context for new meaning.
I.B. Learners engage with new knowledge by following a process that includes:
1. Using evidence to investigate questions.
2. Devising and implementing a plan to fill knowledge gaps.
3. Generating products that illustrate learning.
I.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes:
1. Interacting with content presented by others.
2. Providing constructive feedback.
3. Acting on feedback to improve.
4. Sharing products with an authentic audience.
I.D. Learners participate in an ongoing inquiry-based process by:
1. Continually seeking knowledge.
2. Engaging in sustained inquiry.
3. Enacting new understanding through real-world connections.
4. Using reflection to guide informed decisions.
6. Engage
Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.
6.A. Learners follow legal and ethical guidelines for gathering and using information by:
1. Responsibly applying information, technology, and media to learning.
2. Understanding the ethical use of information, technology, and media.
3. Evaluating information for accuracy, validity, social and cultural
6.B. Learners use valid information and reasoned conclusions to make ethical decisions in the creation of knowledge by:
1. Ethically using and reproducing others’ work.
2. Acknowledging authorship and demonstrating respect for the intellectual property of others.
3. Including elements in personal-knowledge products that allow others to credit content appropriately.
6.C. Learners responsibly, ethically, and legally share new information with a global community by:
1. Sharing information resources in accordance with modification, reuse, and remix policies.
2. Disseminating new knowledge through means appropriate for the intended audience.
6.D. Learners engage with information to extend personal learning by:
1. Personalizing their use of information and information technologies.
2. Reflecting on the process of ethical generation of knowledge.
3. Inspiring others to engage in safe, responsible, ethical, and legal information behaviors.
Oh, how about some science standards from the Next Generation Science Standards?
Practice 8: Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.
Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.
Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source.
Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible.
Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).
C3 Social Studies framework, dimension 3: All about research. Boom.
By the end of Grade 12 Dimension 3 includes the skills students need to continue analyzing information and coming to conclusions in an inquiry. These skills focus on gathering and evaluating sources as well as developing claims and using evidence,
Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
Evaluate the credibility of a source by examining how experts value the source.
Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.
Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both
Some works referenced through this page:
American Association of School Librarians. (2017, November). AASL Standards Framework for Learners. https://standards.aasl.org/wp-content/uploads/2017/11/AASL-Standards-Framework-for-Learners-pamphlet.pdf.
International Society for Technology in Education. (2023). ISTE Standards for Educators 2023. https://www.iste.org/standards/for-educators
National Council for the Social Studies (NCSS). (2013). The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History. Silver Spring, MD: NCSS. https://www.socialstudies.org/standards/c3: https://www.socialstudies.org/standards/c3
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2023, September). Common core state standards for English language arts & literacy in histoy/social studies, science and technical subjects. https://corestandards.org/wp-content/uploads/2023/09/ELA_Standards1.pdf
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. https://nap.nationalacademies.org/catalog/18290/next-generation-science-standards-for-states-by-states
Artwork:
Dixon, S. (2023, December 10). Woman standing proudly. [PNG]. Canva. https://www.canva.com/create/social-media-graphics/].
Dixon, S. (2023, December 10). Teacher giving a thumbs up. [PNG]. Canva. https://www.canva.com/create/social-media-graphics/].