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robertogreco : informationliteracy   25

All I Know Is What’s on the Internet — Real Life
"For information literacy to have any relevance, schools and libraries must assume that primary sources and government agencies act in good faith. But the social media prowess of a Donald Trump scuttles CRAAP logic. Not only does Trump disregard information literacy protocols in his own information diet — he famously declared during the campaign, “All I know is what’s on the internet” — but he operates with an entirely different paradigm for making public statements. He speaks as a celebrity, confident in the value of his brand, rather than as a politician or technocrat, making recourse to facts, tactical compromises, or polls.

There is no reason to think that the Trump administration will be a “valid” source in the sense of making truthful, accurate statements. Instead, Trump has backed into Karl Rove’s famous idea of the reality-based community: “We’re an empire now, and when we act, we create our own reality. And while you’re studying that reality — judiciously, as you will — we’ll act again.”

Trump-based reality is now spreading into other government agencies. In late 2016, the House Committee on Science, Space, and Technology used its .gov homepage to question causes of climate change, while the Wisconsin State Department of Natural Resources recently changed reports to claim the subject is a matter of scientific debate.

Benjamin ends “The Work of Art in the Age of Mechanical Reproduction” by arguing that “fascism attempts to organize the newly created proletarian masses without affecting the property structure which the masses strive to eliminate. Fascism sees its salvation in giving these masses not their right, but instead a chance to express themselves.” This recasts social media in a more sinister light. Fascism is on the rise not because students can’t tell fake news from the slanted news promulgated by hegemonic interests. Rather, fascism is resurgent because freedom of expression has turned out to have little to do with what we can create and much more to do with how much we can consume.

The promise of social justice and upward mobility through education has largely gone unkept, and many citizens who believed in democratic progress have turned to different promises. Information literacy fails not only because it serves a broken system, but because it is affectively beside the point. Its cerebral pleasure pales in comparison with fascism’s more direct, emotive appeals.

Information today is content, a consumable whose truth value is measured in page views. To combat this, the validation of knowledge must be localized, shared in communities between engaged citizens. Information-literacy rubrics implemented by individuals are insufficient. We must value expertise, but experts must also commit to forging community through shared development. The one-way diffusion of knowledge must be upended.

Information literacy is less a solution than an alibi for the problems ailing education. “Solving” fake news will only compound the real problem. Without substantial work to subvert the traditional and promote the outside, the feel-good efforts of information literacy will not serve America’s promised rebound. Instead they will signify democracy’s dead-cat bounce."

[See also this response: ]
schools  libraries  information  informationliteracy  fakenews  internet  education  rolinmoe  2017  democracy  outsiders  content  knowledge  validation  socialjustice  upwardmobility  medialiteracy  literacy  multiliteracies  fascism  donaldtrump  propaganda  crapdetection  criticalthinking  walterbejnamin  consumption  creativity  freedom  engagement  vannevarbush  shielawebber  billjohnson  librarians  community  media  massmedia  hierarchizationknowledge  economy 
january 2017 by robertogreco
Technology is a Tool | Flickr - Photo Sharing!
"Technology is a tool, *not* a learning outcome."

[See also: ]


"What are some of your favourite technology tools that you use in your classroom?

This question always rankles me a bit simply because I don't have favorite technology tools. Instead, I have favorite instructional practices. Better yet, I have instructional practices that I think engage and empower students.

Specifically, I'm passionate about giving kids opportunities to experiment with collaborative dialogue [ ] and evaluating information [ ]. The way I see it, if you can't use conversations to build knowledge with one another and you can't evaluate the content that you come across in our information soaked reality, you are going to struggle to be a meaningful participant in our world.

Do digital tools help me to support those practices? Absolutely. VoiceThread has always played a role in the collaborative dialogue work that I do with students and is a tool that gives kids opportunities to think critically about content.

But thinking about tools first is dangerous. Instead, we need to think about the learning spaces that we are trying to create and the skills that we want students to master first. Finding tools is easy. Choosing the RIGHT tools for supporting the RIGHT practices is WAY more important.

See Technology is Just a Tool [ ] and There's Nothing Magical About Technology [ ]."
edtech  technology  education  teaching  pedagogy  learning  2013  billferriter  informationliteracy  infoliteracy 
april 2014 by robertogreco
As Media Lines 'Blur,' We All Become Editors : NPR
[link to transcript: ]

"We function as our own editors. We create our own news diet for ourselves. We create our own front page, if you will. ... We're no longer relying on seven white males at The New York Times to do that for us."

"But conventional wisdom didn't tell us how to ferret out the truth amid the farrago on radio and TV, on the newspapers and in the Internet. So whether you're a cop or a teacher or lawyer or an accountant, what technique from your job do you apply to judge whether a news story is fact or opinion? "

"Right, portable ignorance. He would go and say, I don't get this; explain it to me. What are you going to try and do? As opposed to being seduced into trying to look like you know everything and you're very knowledgeable, and that you're sort of in, you know - that you're astute. He used being not astute as a powerful tool."
editors  press  journalism  evidence  ignotance  knowledge  portableignorance  web  radio  internet  news  nealconan  infoliteracy  informationliteracy  blur  crapdetection  truth  information  infooverload  books  2012  tomrosenstiel  billkovach  via:lukeneff 
november 2012 by robertogreco
Does the Digital Classroom Enfeeble the Mind? - [Some great stuff in here, including his definition of education.]
"The deeper concern, for me, is the philosophy conveyed by a technological design. Some of the top digital designs of the moment, both in school and in the rest of life, embed the underlying message that we understand the brain and its workings. That is false. We don’t know how information is represented in the brain. We don’t know how reason is accomplished by neurons. There are some vaguely cool ideas floating around, and we might know a lot more about these things any moment now, but at this moment, we don’t.

You could spend all day reading literature about educational technology without being reminded that this frontier of ignorance lies before us. We are tempted by the demons of commercial and professional ambition to pretend we know more than we do. This hypnotic idea of omniscience could kill the magic of teaching, because of the intimacy with which we let computers guide our brains."
jaronlanier  toshare  topost  tcsnmy  unschooling  deschooling  education  schools  teaching  learning  self-directedlearning  policy  technology  computers  computing  information  informationliteracy  lcproject  knowledge  culture 
september 2010 by robertogreco
In the context of web context: How to check out any Web page — Scott Rosenberg's Wordyard
"As I tried to suggest in my Defense of Links posts, the convention of the link, properly used, provides more valuable context than most printed texts have ever been able to offer.

But links aren’t the only bearers of digital context. Every piece of information you receive online emits a welter of useful signals that can help you appraise it."
evaluation  informationliteracy  education  internet  reading  literacy  hypertext  web  reliability  crapdetection  scottrosenberg 
september 2010 by robertogreco
critical-thinking - home
"Join Howard Rheingold and other noted educators in creating a world-class resource for teaching critical thinking and Internet literacies."
howardrheingold  criticalthinking  thinking  informationliteracy  community  collaboration  iste  education  crapdetection  classideas 
july 2010 by robertogreco
I have some opinions about the RWW Facebook login hilarity - Quiet Babylonian
"If you are an interface designer, understand that the current state of URLs and bookmarking is so confusing and obscure to many people that they'd rather just type in the name of the thing they want into a search engine and go. And when they get there, the whole system of website logins is so confusing that they just look for the nearest thing looking like a login field and hope that it works. ...
2010  informationliteracy  ui  usability  users  readwriteweb  facebook  empathy  security  design  passwords  computing  computers  internet  ipad  culture  technology  ux  web 
may 2010 by robertogreco
Dave’s Whiteboard » Blog Archive » 21st-century skills: Downes’s OS for the mind
"The bottom line: while factual knowledge is helpful, certain key skills are essential; they are a kind of operating system for the mind, which can then work with data from the outside world."
stephendownes  education  learning  21stcenturyskills  informationliteracy  facts 
october 2009 by robertogreco
The Bamboo Project Blog: Forget the Kids--It's the Adults Online Who Need Critical Thinking Skills
"If anyone needs training in critical thinking on the Internet, it's the adults who are still living in a world where media is something they consume unquestioningly because they've never had the experience of making it themselves. It's the adults who were raised on "authorities" and "experts," in a monocultural world where many subcultures remained hidden from view and therefore assumptions about "truth" and "fact" were not questioned." [via:]
criticalthinking  digitaldivide  digitalliteracy  informationliteracy  literacy  netgen  online  learning  media  internet 
july 2009 by robertogreco
City Brights: Howard Rheingold : Crap Detection 101
"To me, the issue of information literacy could be even more important than the health or education of some individuals. Fundamental aspects of democracy, economic production, the discovery and use of knowledge might be at stake. Some of the biggest problems facing the world today seem to be far beyond the ability of any individual or community, or even the whole human race, to tackle. But the noise death of the Internet is something we can take on and win. Although large forces are at work, when it comes to the shape of online media, I believe that what people know - and how many people know - matters."
howardrheingold  informationliteracy  infooverload  learning  literacy  epidemiology  tcsnmy  attention  google  web  information  search  crapdetection  criticalthinking  medialiteracy  technology  education  21stcenturylearning 
july 2009 by robertogreco
Big6 » What is the Big6?
"Developed by educators Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world. The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools - K through higher education. Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task. Here are the six stages we call the BIG6. Two sub-stages are part of each main category in the Big6 model:"
information  informationliteracy  via:hrheingold  education  teaching  notetaking  learningstyles  literacy  assessment  ict  studyskilss  big6  tcsnmy 
february 2009 by robertogreco
Ping - At First, Funny Videos. Now, a Reference Tool. -
"And now YouTube, conceived as a video hosting and sharing site, has become a bona fide search tool. Searches on it in the United States recently edged out those on Yahoo, which had long been the No. 2 search engine, behind Google. (Google, incidentally, owns YouTube.) In November, Americans conducted nearly 2.8 billion searches on YouTube, about 200 million more than on Yahoo, according to comScore."
youtube  search  yahoo  internet  online  information  research  media  millennials  education  informationliteracy  trends  culture 
january 2009 by robertogreco
Generational Myth -
"Consider all the pundits, professors, and pop critics who have wrung their hands over the inadequacies of the so-called digital generation of young people filling our colleges and jobs. Then consider those commentators who celebrate the creative brilliance of digitally adept youth. To them all, I want to ask: Whom are you talking about? There is no such thing as a "digital generation.""
digitalnatives  academia  education  technology  universities  academics  ignorance  students  youth  literacy  informationliteracy  colleges  generations  generationy  millennials 
september 2008 by robertogreco
The Pirate's Dilemma
"The Pirate’s Dilemma tells the story of how youth culture drives innovation and is changing the way the world works. It offers understanding and insight for a time when piracy is just another business model, the remix is our most powerful marketing too
books  classideas  informationliteracy  copyright  patents  creativity  innovation  business  politics  piracy  culture  drm  consumption  competition  freeconomics  filesharing  p2p  marketing  technology 
july 2008 by robertogreco
New Media Exemplar Library Overview
"We invite you to browse our New Media Exemplar Library entries, listed above. Each exemplar features a series of video interviews with a professional media maker, organized by chapter."
media  newmedia  pedagogy  informationliteracy  biggames  nickbertozzi  corydoctorow  matthewlamb  streetart  radio  blogging  education  sciencefiction  comics  vlogging  janemcgonigal  games  gamedesign  arg  mattiaromeo  ianbogost  djspooky  music  dj  videos  creativity  teaching  literacy  medialiteracy 
june 2008 by robertogreco
Doug Johnson's Blue Skunk Blog - Blue Skunk Blog - Sanctity of print
"Here is my modest proposal. Drop the requirement that students use print resources. Period. But ADD the requirement that each citation include a sentence that argues for the authority of the source."
bibliography  evaluation  informationliteracy  library  process  research  citations  authority  reference  libraries 
may 2008 by robertogreco
Computer Literacy 3.0: What today's students know (and don't know) about information technology
"Few have thought about the implications of information technology for individuals, organizations and society, leaving them poorly prepared to make political judgements. Finally, as Ivan Illich has pointed out, working with poorly understood technology ca
literacy  information  informationliteracy  instruction  students  technology  web  internet  online  digitalnatives 
may 2008 by robertogreco
Wired Campus: A Sociologist Says Students Aren't So Web-Wise After All -
"Eszter Hargittai, an assistant professor in Northwestern University’s sociology department, has discovered that students aren’t nearly as Web-savvy as they, or their elders, assume."
informationliteracy  literacy  technology  education  students  digitalnatives  highereducation  instruction  internet  youth  teens  edtech  research  digital  information 
may 2008 by robertogreco
Doug Johnson's Blue Skunk Blog - Blue Skunk Blog - Changing how we teach copyright Pt 2
"When there is doubt, err on the side of the user....Shouldn't an educator’s automatic assumption be, that unless it is specifically forbidden and legally established in case law, that the use of materials should be allowed? I believe it should."
informationliteracy  fairuse  education  copyright  teaching  learning  law  legal 
april 2008 by robertogreco
Evaluating Web Pages: Techniques to Apply & Questions to Ask
"Train eye & fingers to employ series of techniques that help quickly find what you need to know about web pages + Train mind to think critically, even suspiciously, by asking series of questions that help decide how much web page is to be trusted."
evaluation  internet  web  reference  informationliteracy  information  literacy  trust  tutorials  analysis  e-learning  research  infoliteracy  howto  education  technology  reliability 
april 2008 by robertogreco

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