Questioning Authority: Evaluating Information Sources Critically
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Questioning Authority: Evaluating Information Sources Critically
- 1. Questioning Authority: Standard Three & the Critical Classroom Emily Drabinski @edrabinski Jenna Freedman @barnlib Lia Friedman @piebrarian
- 2. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
- 3. Performance Indicators: 2. The information literate student articulates and applies initial criteria for evaluating both the information and its sources. Outcomes Include: A. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias B. Analyzes the structure and logic of supporting arguments or methods C. Recognizes prejudice, deception, or manipulation D. Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information
- 4. Critiques of Competency Standards • Western-centric • A Procrustean bed • Imagine knowledge production as procedural and politically neutral • Reinforce socioeconomic hierarchies • Foreclose interrogation of the meaning of information and literacy
- 10. Liberate LCSH: Empowering Non-Catalogers to Improve Catalog Access Points Presented at Questioning Authority: Standard Three and the Critical Classroom by Jenna Freedman ACRL, April 2013
- 11. WHY • Who nominates headings? • Who approves them? • What’s the big deal? • Selections • Assignments
- 12. READ (five minutes?) • Zine: Coloring Outside the Lines • • issuu.com/decolonizingeducation/docs/coloring_outside _the_lines Book: Fat? So amazon.com/FAT-SO-Because-DontApologize/dp/0898159954 Web: NYCLU Stop & Frisk nyclu.org/issues/racialjustice/stop-and-frisk-practices
- 13. Brainstorm LCSH to Describe Your Text • • • • • http://id.loc.gov http://catalog.loc.gov http://worldcat.org http://librarything.com http://www.goodreads.com (navigate to shelves)
- 14. Suggest Terminology • loc.gov/aba/pcc/prop/proposal.html • loc.gov/aba/pcc/saco/sacogenfaq.html • lowereastsidelibrarian.info/search/node/sugg est%20terminology • is.gd/acrl_lcsh • radicalreference.info/lcsh/2008/blog-a-thon
- 15. Contacts & credits • http://zines.barnard.edu • zines@barnard.edu • @barnlib • http://lowereastsidelibrarian.info/talks/2013/acrl • Barnard Zine Library banner section of Rock Out: Ideas on Booking DIY Shows zine cover. Used with permission.
Editor's Notes
- Lets look at the illusion of authority. I'm here at the front of the room, and some of you may be presenting or have presented or missed the deadline to present, or hate presenting. And the fact that I am here and you aren't does not give me any more authority than anyone else here. Or anyone else anywhere for that matter. Right? But I get to put this on my resume, which may add to my credentials, which helps when I go up for review which might help me have a different title. So if we think about that it can open our minds a bit to think about our place in the classroom. Our place in the front of the room. Now that’s a different place and dynamic definitely and I have my library degree and I have some knowledge that they don’t have. But I do need to honor the knowledge that they do have.I myself was a transfer student. Someone who late in life returned to school. So at a four year university, as a 28 year old I was sitting next to 17 and 18 year olds. Children who were perhaps away from home for the first time. My experience in a classroom was different than theirs. And we need to remember that there are unknowables. The things we cant decipher from knowing our students are in a first year English writing class.moreLets look at how this authority plays out in the resources that we use. And at the authoritative or not authoritative resources our students use and we use.
- http://corporate.britannica.com/submission.htmlBritannica reserves the right to reject well-written submissions on subjects that it considers inappropriate for a general reference encyclopaedia. If an author is unsure that a subject meets this threshold, he or she should contact Britannica prior to submission. Only after a thorough preliminary review will any article be identified for possible inclusion in Britannica. Following such identification, an article will typically be fact-checked by a research editor, edited and reviewed by a content editor and supervisory editors, and scrutinized for style, grammar, and consistency by copy editors. That article will then be provided to its author for review, accompanied by any questions raised during the editing process. Once returned to Britannica, the article, with any changes supplied by the author, may again be edited and reviewed by content and supervisory editors and by copy editors. The article will then be published, and the author's name will be associated with it in the article's history.
- Wikipedia is written collaboratively by largely anonymous Internet volunteers who write without pay. Anyone with Internet access can write and make changes to Wikipedia articles, except in limited cases where editing is restricted to prevent disruption or vandalism. Users can contribute anonymously, under a pseudonym, or, if they choose to, with their real identity.The fundamental principles by which Wikipedia operates are the five pillars. The Wikipedia community has developed many policies and guidelines to improve the encyclopedia; however, it is not a formal requirement to be familiar with them before contributingSo what we can do as educators is to take the idea of “faculty don’t want you to use this, this isnt authoritative to lets be the authors of this work. Lets have an assignment where a group of students are tasked to create a page that isnt represented in wikipedia yet, to act as content creators, editors and authorities. Which can fundamentally change the ways in which students view information and authority.Wikipedia has a whole section of their site dedicated to education, and making these opportunities easier to plan and impelement. Many librarians are now working with faculty to turn this exercise into an opportunity to take authority and turn it on its ear. How better to look at plagairism, authority, bias—all the things we try so hard to teach than to be the creators of informetion. Infor,ation that others are going to go out and use them selves?
- So this is an example of a class that is taking place at the clairmont colleges, where a librarian is working with faculty of a polisci course, to create wikipedia entries.Like I said, wikipedia has been creating all of these great tools in order to make it so that these classes can be done in an educated and uniform manner—not like the free for all that some believe wikipedia to be. (show page, go through templates and worksheets.http://en.wikipedia.org/wiki/Education_Program:Pomona_College/Introduction_to_American_Politics_-_POLI_3_%28Spring_2013%29http://en.wikipedia.org/wiki/Wikipedia:Assignments_for_student_editors