This document outlines an exercise used in information literacy instruction at Wake Forest University called "Junk Science" where students and instructors find a news article reporting on a new study and then locate the original scholarly study to compare how the findings were reported. The goals are to help students think critically about how research is portrayed in the media and understand differences between news and academic sources. Examples of "Junk Science" reporting are provided on topics like autism research. Resources for finding inspiration for additional examples are also listed, demonstrating how the activity addresses several ACRL Information Literacy competencies through active learning and critical thinking.

1. "New Research Shows" - or does it?
Using „Junk Science‟ in Information Literacy
Instruction
Rosalind Tedford
Director for Research and Instruction Services
ZSR Library, Wake Forest University
tedforrl@wfu.edu
NCLA Biennial Conference | Winston-Salem, NC | October 2013

2. Background Info
• ZSR/WFU
• Who I am
• Our Information
Literacy Program

3. ACRL Information Literacy
Competencies for Higher Education
• Standard One: The information literate student determines the
nature and extent of the information needed.
• Standard Two: The information literate student accesses needed
information effectively and efficiently.
• Standard Three: The information literate student evaluates
information and its sources critically and incorporates selected
information into his or her knowledge base and value system.
• Standard Four: The information literate student, individually or as a
member of a group, uses information effectively to accomplish a
specific purpose.
• Standard Five: The information literate student understands many
of the economic, legal, and social issues surrounding the use of
information and accesses and uses information ethically and legally.

4. What is Junk Science??
Also:
News
Media

5. General „Junk Science‟ Exercise Info
• Students/Instructor find „junk
science‟ article
• Students/Instructor find
scholarly article referred to in
the news story
• Students compare what the
scholarly article says with
what the news story says it
said
• Discussion ensues
• My stated goal: When they
see, hear or read a story that
says „new study shows‟ –
they respond „I bet it doesn‟t‟

6. Original „Junk Science‟ Assignment
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Background
Purpose
Design
Execution
Afterthoughts
Adapting the idea:
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One shots
50 mins
For-credit
Assignments

7. Why Junk Science?
• Information Literacy Topics Addressed
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Search Strategies
Academic Publishing
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Research Process
Peer Review
Publication „Politics‟
Changing nature of news
Google Search Issues
Anatomy of Articles
Critical Thinking
• Student Engagement
– Find examples that interest them
• Active Learning
• CRITICAL THINKING

8. Autism Example
• News Reports
– New York Times (Best)
– PR Newswire (Meh)
– Bloomington Alternative (Worst)
– Coverage from a funding source (you decide)
• Actual Study in Archives of General Psychiatry
• New Republic Article

9. Other Sites for Inspiration
• Google a phrase like:
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“New research shows”
“New study finds”
“Researchers have found”
TimeHealthland
NY Times Health
NIH News in Health
NHS Behind The Headlines (from UK – they actually
look at the real research)

10. Other Useful Links
• NPR Story on scientific reporting and retractions
• Parody news web site about a scientific article
(BRILLIANT and the comments are even better)
• The Lay Scientist Blog

11. Image Sources
• http://amontenegro.blogspot.com/2009_04_01_archive.html
• http://www.ucsusa.org/scientific_integrity/science_idol/2011science-idol-contestants.html

12. Questions?
Rosalind Tedford
tedforrl@wfu.edu
Presentation Available:
http://www.slideshare.net/roztedford