NCLA Biennial Conference | Winston-Salem, NC | October 2013 "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 [email protected]
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"New Research Shows" - or does it? Using ‘Junk Science’ in Information Literacy Instruction
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NCLA Biennial Conference | Winston-Salem, NC | October 2013
"New Research Shows" - or does it? Using ‘Junk Science’ in Information Literacy
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.
What is Junk Science??
Also: News Media
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’