Calling out 'Alternative Facts': Curriculum to Develop Students' Capacity to Engage Critically with Contradictory Sources

Autor/in	Cooper, Trudi
Titel	Calling out 'Alternative Facts': Curriculum to Develop Students' Capacity to Engage Critically with Contradictory Sources
Quelle	In: Teaching in Higher Education, 24 (2019) 3, S.444-459 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Trudi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1566220
Schlagwörter	Information Literacy; Credibility; Information Sources; Mass Media Effects; Curriculum Design; Educational Change; Units of Study; Foreign Countries; World Views; Critical Thinking; Teaching Methods; Ethics; Propaganda; Seminars; Undergraduate Students; Search Strategies; Introductory Courses; Trust (Psychology); Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Informationskompetenz; Glaubwürdigkeit; Information source; Informationsquelle; Lehrplangestaltung; Bildungsreform; Lerneinheit; Ausland; World view; Weltanschauung; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Seminar; Suchstrategie; Einführungskurs; Schülerverhalten; Australien
Abstract	Information discernment has become a much needed twenty-first century skill and an essential outcome for university education. Technology has enabled more organisations to gain access to effective mass media to disseminate both accurate information and disinformation. As information sources have proliferated, information users are confronted by a plethora of superficially credible, contradictory 'facts' and opinions. A curriculum redesign project at an Australian university provided an opportunity to embed information discernment into a first-year unit, and to strengthen students' capacity to engage critically with contradictory sources and competing worldviews. The review found that: (1) it was necessary to explain the importance of information discernment, (2) a restriction of information sources was helpful to the initial development of discernment, (3) the purposes of (university) education required explicit discussion, (4) it was useful to discuss the relationship between research and personal experience, and (5) later modules must consolidate and extend information literacy learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01