They found that whereas historians and students were often fooled by manipulative Web sites, journalism fact-checkers were not. In addition, their methods of analysis differed significantly: historians and students tried to assess the validity of Web sites and information by reading vertically, navigating within a site to learn more about it, but fact-checkers read laterally, […]
Author: Cathie
Schoolkids Are Falling Victim to Disinformation and Conspiracy Fantasies – Scientific American
The idea is to teach kids how to evaluate and think critically about the messages they receive and to recognize falsehoods masquerading as truth. Source: Schoolkids Are Falling Victim to Disinformation and Conspiracy Fantasies – Scientific American
Supporting Struggling Students Through Collaborative Problem Solving | Faculty Focus
Greene (2009) developed a framework for collaborative problem solving as a way to organize, support, and deeply engage students in identifying realistic ways to get back on track and succeed within the classroom. This framework has three steps that can be applied across multiple modalities. All three steps are based on the fact that we […]
Helping social studies teachers to teach data literacy with Teaspoon languages | Computing Education Research Blog
Teaspoon languages: Support learning tasks that teachers (typically non-CS teachers) want students to achieve; Are programming languages, in that they specify computational processes for a computational agent to execute; and Are learnable in less than 10 minutes, so that they can be learned and used in a one hour lesson. If the language is never […]
Principled Uncertainty: Why Learning to Ask Good Questions Matters More than Finding Answers | PIL Provocation Series
What can we do as educators to encourage the ethical practice of curiosity, not just for times of uncertainty but as an everyday habit? What are we doing that inhibits curiosity? How can we pair curiosity with robust ethical practices that lead to creating, evaluating, and sharing information with integrity? And, in an already deeply […]
Principled Uncertainty: Why Learning to Ask Good Questions Matters More than Finding Answers | PIL Provocation Series
While such high levels of anxious uncertainty are rarely experienced by entire populations simultaneously, this moment highlights a critical need: Coping with our information landscape requires that we are comfortable with what we cannot know for sure, able to approach uncertainty with curiosity, and have a toolkit of ethical practices for exploration. Source: Principled Uncertainty: […]
Principled Uncertainty: Why Learning to Ask Good Questions Matters More than Finding Answers | PIL Provocation Series
A large majority of recent graduates from top U.S. universities and colleges reported that they felt that college failed to prepare them to ask questions of their own. Source: Principled Uncertainty: Why Learning to Ask Good Questions Matters More than Finding Answers | PIL Provocation Series
Towards Transdisciplinarity – LRA paper – Google Docs
Abstract: Although literacy research has traditionally focused on content area and disciplinary literacies, in this study we argue for the importance of transdisciplinarity. Source: Towards Transdisciplinarity – LRA paper – Google Docs
Why Can’t We Agree On What’s True? | Dr. Ian O’Byrne
Digital platforms and ubiquitous access to these spaces have ushered in a new public mindset that ends in a refusal to accept any mainstream or official account of the world. Source: Why Can’t We Agree On What’s True? | Dr. Ian O’Byrne
ShippBoard Games: Non-narrative Characters
With representatives like Forgotten Waters, Sleeping Gods, and Destinies Source: ShippBoard Games: Non-narrative Characters
