The symposium brought together professionals from libraries, museums, and other allied fields to address the spread of misinformation and disinformation. Its goals were to inventory current approaches, integrate strategies across disciplines, and innovate new solutions to counter misinformation. Unlike "fake news," the terms "misinformation" and "disinformation" distinguish whether false information is shared accidentally or intentionally. The symposium found both common ground and differences among professions in tackling this issue. It focused on local, human-level problems over technical ones. Next steps discussed include publishing a white paper, continuing engagement across fields, student projects, and pursuing funding for collaborations.
Knowledge Gap Hypothesis:
Introduction:
This theory is concerned mainly with “information” and “knowledge” and emphasizes that knowledge is not distributed equally throughout society.
There are haves and have-nots with regard to information just as material wealth Information is very important in our society because any developed country depends on well-informed citizens.
It appears certain that information will be even more important in the future as we move into an increasingly technological age.
Many contemporary issues will require information and an informed public for the solutions for such issues.
Role of mass communication:
* One of the great promises of mass communication is that it provides people with information they need.
* It has the potential of reaching people who have not been reached by other means (poor and undeveloped people).
One example of an effort to use mass communication to provide information to the disadvantaged is the “educational TV program” Sesame Street (which combined information with entertainment for preschool Children.).
Other mass communication efforts that have the advantage of getting information to people usually not reached
is the televised presidential debates that might take the presidential election campaigns to people who would not normally be exposed to the campaign.
The attempts to increase people’s quantities of information from mass media might have some unexpected or undesirable effects.
This undesirable possibility is that mass communication might actually have the effect of increasing the gap in knowledge between members of different social classes. This possibility is called: “ Knowledge gap Hypothesis”.
The authors of Knowledge Gap Hypothesis:
• § The Knowledge Gap Hypothesis was first proposed in 1970 by Tichenor, Donohue and OLien. Mostly, it is known as Tichenor et al or Tichenor and his colleagues’ hypothesis.
Tichenor et al . Stated the KG Hypothesis as follow:
“As the infusion of mass media information into a social system increases, segments of the population with higher socio-economic status tend to acquire this information at a faster rate than the lower status segments, so that the gap in knowledge between these two segments tend to increase rather than decrease”.
The hypothesis predicts that:
• § People of both high and low socioeconomic status will gain in knowledge because of the additional information, but that persons of higher socioeconomic status will gain more.
• § This would mean that the relative gap in knowledge between the well-to-do and less well-off would increase.
Tichenor and his colleagues suggest that:
The K. G. is particularly likely to occur in such areas of general interest as public affairs and science news. It is less likely to occur in more specific areas that are related to people’s particular interests-areas like sports or garden care.
International Knowledge Network of Women in Politics (iKNOW Politics)UNDP Eurasia
Presentation The iKNOW Politics network: How virtual networking is being used to foster women’s political participation by Piyoo Kochar Project Manager –iKNOW Politics & Barbora Galvankova, UNDP. Presentation presented at UNDP Regional Forum on Equal participation in decision-making, Istanbul, Day 1: Session 2 on Mobilizing and building alliances for women’s participation in decision-making
This presentation talks about social journalism which renders a sound of connectivity in the community. In addition, it is a way for the people to be aware of the current news. It might also tells about how do the journalists uses the social media platforms to let people know and how there opinions be heard.
This article explores some of the concepts that are presented as dichotomies within the idea of the “digital divide”, bringing a more nuanced look at the idea of “haves” and “have-nots”. The discussion this article is intended to kick off is that of the levels of interaction and uses with information technologies as well as the path to effective use of them.
Knowledge Gap Hypothesis:
Introduction:
This theory is concerned mainly with “information” and “knowledge” and emphasizes that knowledge is not distributed equally throughout society.
There are haves and have-nots with regard to information just as material wealth Information is very important in our society because any developed country depends on well-informed citizens.
It appears certain that information will be even more important in the future as we move into an increasingly technological age.
Many contemporary issues will require information and an informed public for the solutions for such issues.
Role of mass communication:
* One of the great promises of mass communication is that it provides people with information they need.
* It has the potential of reaching people who have not been reached by other means (poor and undeveloped people).
One example of an effort to use mass communication to provide information to the disadvantaged is the “educational TV program” Sesame Street (which combined information with entertainment for preschool Children.).
Other mass communication efforts that have the advantage of getting information to people usually not reached
is the televised presidential debates that might take the presidential election campaigns to people who would not normally be exposed to the campaign.
The attempts to increase people’s quantities of information from mass media might have some unexpected or undesirable effects.
This undesirable possibility is that mass communication might actually have the effect of increasing the gap in knowledge between members of different social classes. This possibility is called: “ Knowledge gap Hypothesis”.
The authors of Knowledge Gap Hypothesis:
• § The Knowledge Gap Hypothesis was first proposed in 1970 by Tichenor, Donohue and OLien. Mostly, it is known as Tichenor et al or Tichenor and his colleagues’ hypothesis.
Tichenor et al . Stated the KG Hypothesis as follow:
“As the infusion of mass media information into a social system increases, segments of the population with higher socio-economic status tend to acquire this information at a faster rate than the lower status segments, so that the gap in knowledge between these two segments tend to increase rather than decrease”.
The hypothesis predicts that:
• § People of both high and low socioeconomic status will gain in knowledge because of the additional information, but that persons of higher socioeconomic status will gain more.
• § This would mean that the relative gap in knowledge between the well-to-do and less well-off would increase.
Tichenor and his colleagues suggest that:
The K. G. is particularly likely to occur in such areas of general interest as public affairs and science news. It is less likely to occur in more specific areas that are related to people’s particular interests-areas like sports or garden care.
International Knowledge Network of Women in Politics (iKNOW Politics)UNDP Eurasia
Presentation The iKNOW Politics network: How virtual networking is being used to foster women’s political participation by Piyoo Kochar Project Manager –iKNOW Politics & Barbora Galvankova, UNDP. Presentation presented at UNDP Regional Forum on Equal participation in decision-making, Istanbul, Day 1: Session 2 on Mobilizing and building alliances for women’s participation in decision-making
This presentation talks about social journalism which renders a sound of connectivity in the community. In addition, it is a way for the people to be aware of the current news. It might also tells about how do the journalists uses the social media platforms to let people know and how there opinions be heard.
This article explores some of the concepts that are presented as dichotomies within the idea of the “digital divide”, bringing a more nuanced look at the idea of “haves” and “have-nots”. The discussion this article is intended to kick off is that of the levels of interaction and uses with information technologies as well as the path to effective use of them.
Professor Renee Hobbs explores how disparities in access to information contribute to misunderstandings and explains how analyzing media helps make our interpretation processes transparent. She shows how creating media helps people share in the social power of representing ideas and identity and notes that such competencies are essential for advancing the social responsibilities of media consumers and creators.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
Genre-based language learning is proposed to enable the learners to write a language linguistically accurate and socially appropriate. English teachers realize that writing is an important skill that foreign language learners need to develop.
Structuring Self Organised Language Learning Online and OfflineMonika Anclin
How can ICT support language learning in informal settings? www.lanugagecafe.eu developed strategies for technical und social implementation of ICT in selforganized language learning groups. Here a presentation about ...
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
A workshop from Museums and the Web 2009.
This half-day workshop will explore the use of social media (blogs, wikis, digital stories etc.) to support museum communication. The workshop will address:
* The range of web-based social media available to museums.
* The issues that will arise in planning for such applications.
* How to anticipate/address such issues.
see http://www.archimuse.com/mw2009/abstracts/prg_335002068.html for full details.
Unesco Internet Study: Privacy and Journalists' Sources (International Newsro...Julie Posetti
A presentation to the International Newsroom Summit in Amsterdam on October 14th, outlining the key questions being examined as part of a UNESCO-Commissioned global study on journalists' source protection I'm leading for the World Editors Forum/WAN-IFRA
Teaching with digital badges best practices for librariescredomarketing
University at Albany librarians Kelsey O'Brien and Trudi Jacobson discuss the digital badging program they’ve implemented at their library, and outline tips and best practices regarding badging. The presenters, editors of Teaching with Digital Badges: Best Practices for Libraries (Rowman & Littlefield, 2018), will provide attendees with lessons learned and advice on how to launch your own micro-credentialing effort and make it a success.
Creating a Buzz: Getting Faculty and Students Excited About Library Resourcescredomarketing
Brandy Burbante, Assistant Librarian and Assistant Professor at Nicholls State University discusses how she creates buzz around her library’s resources—sometimes before her subscriptions even begin! She’ll explain how such campaigns can help justify the cost of investing in new resources to administrators, and the difference they can make to how many students take advantage of valuable library services.
Credo InfoLit Learning Community - Science IL: A Case Study of a Long-term Sc...credomarketing
Shawna Thorup, Head of Reference and Instruction, and Professor Carey Chaney, a science faculty member will share their journey from a 2016 presentation about ACRL’s Framework to today and provide practical tips for adopting and adapting their experience.
Going the Distance: Integrating Foundational Skills Instruction Throughout th...credomarketing
Clarke University VP for Academic Affairs Susan Burns discusses the process of cultivating intentionality across all curricular and co-curricular activities in an effort to help students build their career and life narrative. Burns will share how ‘the Clarke Compass’ achieved high levels of student and faculty buy-in around foundational skills instruction, and the impact on student outcomes.
Bursting the echo chamber: resources to flight polarization and empower criti...credomarketing
ProCon.org CEO Kamy Akhavan shares the rigorous editorial process his organization undertakes to accurately represent multiple facets of complex issues for their 25 million annual users. Attendees will explore ways to best help students engage in meaningful conversations around contentious subjects without leaning on partisan talking points or falling for fake news through Kamy's discussions
How we teach is what we teach, integrating effective fye instruction 072418 f...credomarketing
Kent State University Library Director Mary Hricko and Fresno State Doctoral Student Ray Pun discuss strategies for improving the efficacy of information literacy instruction by using resources like Credo, and how to bring faculty into the loop so they too can positively impact student outcomes. You’re sure to walk away with ideas on how to reduce library anxiety, replace outdated faculty misconceptions, and incorporate resources in instruction.
Librarians, Faculty, and Credo: The Affordable Learning Trifectacredomarketing
One of the most common concerns librarians express is that faculty and students underestimate the value of the library and its resources. Join professor Jody Ondich and faculty librarian Bridget Reistad of Lake Superior College as they discuss how they teamed up to use Credo, and existing library resources, as an “Affordable Learning” solution for their students.
Assessing First Year Students Webinar 12132017credomarketing
Ray Pun and Kate Angell share different assessment techniques using qualitative and quantitative methods to assess first year students in the areas of instruction, user experiences, programming, and more!
The webinar discusses the challenges of teaching social justice issues in a one-shot session and shows how librarians can incorporate scholarly resources like Credo when helping users learn how to navigate current events.
Predictable misunderstandings in information literacy webinar slides 11142017credomarketing
Instructional Librarian Lisa Janicke Hinchliffe shares initial findings from her research into predictable misunderstandings students harbor toward information literacy, and how librarians can tailor instruction to correct these. In any domain of learning, it is helpful to anticipate common student misconceptions—however such systematic research is only beginning for information literacy. Hinchliffe will discuss her groundbreaking research, and explore how libraries can design instruction to more effectively teach these important skills.
Improving Instruction and Learning Outcomes Through Faculty Developmentcredomarketing
The causal link between developing faculty performance, to improving instruction, to boosting learning outcomes is an intuitive concept, but implementing a comprehensive strategy to do so can be challenging. Higher education faculty development expert Dr. Dee Fink will share effective practices that form the bedrock of an institution’s commitment to improving student learning outcomes.
Gamify the Library! From Creative Instructions to Student Engagement Programs...credomarketing
In this live webinar, presenters from three different academic libraries, Ray Pun, Andrew Carlos, and Simon Lee, explore how they have promoted International Games Week and integrated gamification components into library instruction or activity. From escape rooms to murder mystery scavenger hunts, this webinar offers new ideas for librarians interested in adding interactive ways to use Credo to engage with students.
Using Rubrics in the Implementation of 21st Century Learning Outcomes Across ...credomarketing
Winston-Salem State University (WSSU) has undergone a major revision of its undergraduate general education curriculum over the past seven years. The revisions included a requirement that all general education courses teach and assess one of seven institutional learning outcomes. Faculty used the AAC&U VALUE rubrics to frame the discussion about assessing the outcomes across disciplines. Reform has continued with the expectation that the institutional outcomes will be evident across the majors. This presentation provides a brief overview of the general education curriculum reforms at WSSU including the process for adopting and using the rubrics to inform the teaching and assessment of the outcomes.
Pre-search to Research: Credo as 'Academic Google'credomarketing
Howard University librarians Niketha McKenzie, Kimberly Prosper, and Adia Coleman share their strategy for helping students transition from the open web searching they are accustomed to, toward more rigorous, college-level research. They detail how they use Credo to support the concept of pre-search and build familiarity with research databases. By likening Credo to an “Academic Google,” they have been able to gain buy-in from students while demonstrating the value of authoritative resources. Students have reported feeling less frustrated by the research process, and faculty appreciate that the library is providing a guide that helps students perform better.
Don't Take the Clickbait: Practical Ways to Recognize and Fight Fake Newscredomarketing
Instruction librarians Emily Carlin and Darcy Gervasio of SUNY Purchase College discuss combating fake news and promoting media literacy in the “post-truth” era. They share their experiences teaching an information literacy program titled “Don’t Take the Clickbait: Practical Ways to Recognize and Fight Fake News.” Learn about using hands-on activities to promote critical thinking about news sources, and different strategies to help and encourage library patrons to fight the spread of fake news and misinformation.
Scholars often rely on librarians as gatekeepers and tour guides of information in a variety of different fields, but should librarians, especially reference librarians, also be engaged in “librarian as scholar activities”? Science Librarian Charles Smith, among many others including past award winners Cheryl LaGuardia, have written about this. He notes that in conducting research themselves librarians (1) become more familiar with the operational needs of their patrons (2) become more adept at search techniques (3) encounter new tools and databases useful in aiding their patrons (4) draw additional attention to their library and university, and (5) find that those they serve have higher levels of confidence in them. During his live conversation with Rosemary Meszaros of WKU, Brian will offer tips and insights into how librarians can cultivate their own research activities while bolstering their reference collections in new and exciting ways.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
It seems that in just the last few years, the rapid explosion and proliferation of new computer and communications technologies have the potential to alter the learning and teaching experience forever.
We as educators are painfully aware of how “career” or “foundational” skills are essential in today’s ever changing global environment, and that knowledge of and experience in problem solving, critical thinking and information competencies can assure increased graduate success-- or, as one university put it, “keys to reaching your full potential”.
While most higher education institutions are today including career competencies in their FYE curriculum or core general curriculum, this webinar will discuss whether that is enough for today’s learning environment.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
What would be the advantage to faculty and administration if we did this?
What would be the advantage to students and graduates?
How would it look?
What are the challenges to this approach?
In a world where concerns about the employability of postsecondary graduates is growing for students, parents, and employers, how can higher education best prepare students for future success? Join us for a discussion with Matthew Hora, author of Beyond the Skills Gap, and Mike Sweet, CEO of Credo Education. They will explore the diverse types of skills sought by employers, the role of culture in teaching and hiring, and the value of broader twenty-first-century foundational skills in postsecondary education.
By: Matthew Hora - Assistant Professor of Adult & Higher Education, University of Wisconsin - Madison & Mike Sweet -
Chief Executive Officer, Credo Education
Forces of technology and exponential information in the new economy have changed how businesses react to the market, putting pressure on employees at all levels to proactively learn in real time and quickly adapt. Credo has engaged in primary research with business leaders to discover and codify the skills that workers need to be able to foresee change, pivot quickly, and innovate. Credo's CEO, Mike Sweet, shares his perspective on how these skills can transform the workplace and an employee’s potential, as well as how these skills align with higher ed’s mission to teach foundational skills of critical thinking, reasoning, information literacy, and communication.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1.4 modern child centered education - mahatma gandhi-2.pptx
Know news panel presentation
1. Know News Panel: Engaging Across Allied
Professions to Counter Misinformation
2. Meet the panel
Anna Kassinger
Director of Curriculum,
Education Department
NewseumED
Lisa Janicke Hinchliffe
Professor/Coordinator for
Information Literacy
Services and Instruction
Laura Saunders
Associate Professor
Simmons University School of
Library and Information
Science
Ian Singer
General Manager
Credo Reference
Presenters:
Moderator:
4. What led to the creation of the
symposium and what are its goals?
1
Inventory and Inform
2
Integrate and
Incorporate
3
Innovate and Initiate
5. Why is the terminology mis-and
disinformation used rather than
“fake news”?
Misinformation
Inaccurate
information
unknowingly
shared
Disinformation
False or
misleading
information
knowingly
shared
Fake News
A type of
disinformation
6. What commonalities and divergences
among the allied professions emerged
from the symposium?
This project was made possible in part by the Institute of Museum and Library Services LG-98-17-0137-17
7. The symposium was focused
on more local and human
issues rather than technical
and universal issues - Why?
8. Have there been
discussions around how to
tackle the global reach of
social platforms that
dominate search and
sharing?
9. What are some ways
professionals can work
together to enhance
understanding of mis- and
disinformation?
Example
14. Thank you for joining in our
discussion!
Credo: @credoreference
Anna: @NewseumED, @annakassinger
https://newseumED.org
Laura Saunders: @bibliolaura
Lisa Hinchliffe: @lisalibrarian
15. Interested in learning more about mis-and disinformation
as well as other hot topics in information literacy?
Check out our Learning Community!
credo.link/learningcommunity
