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Authentic information literacy in an era of post truth - Alan Carbery (LILAC 2017 keynote speaker)

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Presented at LILAC 2017

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Authentic information literacy in an era of post truth - Alan Carbery (LILAC 2017 keynote speaker)

  1. 1. in an era of Post Truth Information Literacy AUTHENTIC @acarbery
  2. 2. CONTEXT
  3. 3. Embedded instruction reaching every student SEVEN TIMES throughout their undergraduate studies
  4. 4. EVERY STUDENT,
  5. 5. EVERY STUDENT, SEVEN TIMES
  6. 6. EVERY STUDENT, SEVEN TIMES (in some cases, 9)
  7. 7. Program of instruction that relies on 15 UNIQUE, SEPARATE information literacy lessons
  8. 8. EVER Luckiest librarian
  9. 9. We’re teaching BUT ARE STUDENTS LEARNING?
  10. 10. AUTHENTIC Assessment
  11. 11. to understand students’ information literacy Leveraging ACTUAL STUDENT COURSEWORK
  12. 12. When asked to do so, students generally choose academic, peer-reviewed sources for their research papers
  13. 13. Students generally CITE & ATTRIBUTE their sources when the assignment is designed to encourage them to do so
  14. 14. In other words…
  15. 15. In other words… When a student is specifically asked to do something,
  16. 16. In other words… When a student is specifically asked to do something, when there are real grades at stake,
  17. 17. 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
  18. 18. But what about when they’re not specifically asked?
  19. 19. How much of our teaching actually sticks?
  20. 20. What about the long-term applicability of our instructional efforts?
  21. 21. NEWS EVER! MOST DEPRESSING
  22. 22. RUDIMENTARY CONCEPTS Early in their development, students can display of information literacy
  23. 23. “This author is credible, because they have a PhD”
  24. 24. But what does that mean for the real-world context?
  25. 25. “This article is from the New York Times, therefore it's credible.”
  26. 26. Or well known? CREDIBLE?
  27. 27. How "simplistic" is our approach to teaching information literacy?
  28. 28. SCHOLARLY vsPOPULAR
  29. 29. SCHOLARLY vsPOPULAR (resist the binary)
  30. 30. How much of our teaching is library centric?
  31. 31. Do we care that our users know what the definition of a periodical is? How to search the OPAC?
  32. 32. How much of our teaching is academic-centric?
  33. 33. Is our information literacy instruction GENUINE, MEANINGFUL and AUTHENTIC?
  34. 34. We ride the coattails of “lifelong learning”, but can we genuinely claim success in this?
  35. 35. showing students how to search EBSCO & Proquest products. HOURS OF TEACHING EFFORT We're spending
  36. 36. How is this setting them up for workplace success? Success in the real world? Prepared for civic duty?
  37. 37. When they're unlikely to have access to EBSCO & Proquest after they graduate?!?
  38. 38. What does it look like for us to be info- centric instead of library-centric?
  39. 39. critical information literacy REAL WORLD
  40. 40. Using our profession to impact our community
  41. 41. Highlighting issues of RACISM & PREDJUDICE in information landscapes
  42. 42. What does the western perspective look like?
  43. 43. “EVILS OF CHINESE IMMIGRATION”
  44. 44. human trafficking IL for understanding from a local perspective
  45. 45. facilitating access to survivor stories not often heard
  46. 46. as perpetuated in information GENDER INEQUALITY
  47. 47. Ideas of power in gender, as expressed through information
  48. 48. information literacy for SOCIAL JUSTICE
  49. 49. our students care about these issues
  50. 50. Jan 23rd 2017
  51. 51. This is a real-world information literacy problem
  52. 52. Speaking truth to power
  53. 53. in the unlikeliest places…
  54. 54. your move, mainstream media
  55. 55. your move, scholars
  56. 56. Information Literacy as it impacts our EVERYDAY LIVES
  57. 57. 2017: The year the filter bubble chicken came home to roost
  58. 58. Fake News: ANNOYING
  59. 59. Fake News: OXYMORON
  60. 60. Fake News?
  61. 61. Fake News: EVOLVING CONCEPT
  62. 62. evolving concept DANGEROUSLY
  63. 63. When did we start talking about fake news?
  64. 64. Actually, just in the last 6 months
  65. 65. IFLA’s Guide to Spotting FAKE NEWS
  66. 66. false information Fake news is NO LONGER ABOUT
  67. 67. Fake news can no longer be fixed by a CRAP test or a LibGuide
  68. 68. Fake news as a moniker for “I don’t agree with you”
  69. 69. and I REJECT your premise, outright.
  70. 70. As consumers, we've positioned ourselves to discount the credibility of information just because we disagree with it.
  71. 71. TO CONSUME IDEAS & INFORMATION We've lost the ability that we don't agree with.
  72. 72. filter bubble! We’ve created an analog version of our
  73. 73. is an information literacy problem THIS
  74. 74. A REAL-WORLD information literacy problem
  75. 75. Despite overwhelming evidence, what makes us vote against our best interests?
  76. 76. Information as distraction
  77. 77. The consumption of information is evolving in complex & new ways
  78. 78. How do we to teach strategies to address this?
  79. 79. CURIOSITY & INQUIRY
  80. 80. question-centric teaching
  81. 81. Imagine a scenario where we're teaching information literacy, not to know how to use the library, or search a database, or find information...
  82. 82. but instead, we’re teaching students to be questioning, open & curious;
  83. 83. that we're teaching information literacy so our students are asking & answering questions about the world.
  84. 84. Imagine information literacy as a tool or a mechanism for curiosity and inquiry
  85. 85. to become engaged, informed global citizens
  86. 86. Information literacy at the heart of learning
  87. 87. Information literacy at the heart of citizenship
  88. 88. We can construct this world
  89. 89. Do not let STRUCTURE & TRADITION be the thing that guides your values as an educator
  90. 90. Alan Carbery @acarbery acarbery@champlain.edu

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