Type of Presentation
Individual paper/presentation
Conference Strand
Media Literacy
Target Audience
Higher Education
Location
Session 4
Relevance
In this presentation, we will recommend strategies to integrate misinformation evaluation into information literacy instruction. These strategies can lead to added depth in a single information literacy session and help students to think critically about their coursework and research.
Proposal
Information literacy education encompasses a wide range of instructional strategies and content, some of which include media literacy and metaliteracy. Increasing attention to the development and spread of misinformation on social media underscores the need for information literacy instruction to address this issue. At the same time, first year college students continue to need foundational information literacy skills in order to be successful in their assigned research projects. At the presenters’ institution, most library-led instruction emphasizes strategies and resources for success in an academic context, without much focus on other information landscapes, such as social media. This presentation will share strategies for integrating misinformation detection and evaluation into a single information literacy session that also addresses other learning outcomes. Such strategies include short lectures, relevant misinformation examples from social media, active learning, critical examinations of common misinformation evaluation techniques, and the use of self-reflection as a media literacy strategy. These strategies are then recast as broader information literacy concepts relevant to students’ coursework. Presenters will describe how these strategies were improved and refined over time in different course contexts. Results from student assessments and faculty feedback on these sessions will also be shared. The presentation will conclude with a discussion of the challenges and opportunities of adding a misinformation component to an information literacy session along with future directions.
Short Description
Educators must make choices about which kinds of research skills to emphasize. Options range from basic academic literacy to advanced research methods to helping students become critical media consumers and creators. Is there room in college first year information literacy instruction to address the issue of misinformation? This presentation will offer strategies for evaluating misinformation in an information literacy session for first year college students. Benefits and limitations of including misinformation evaluation in an information literacy session will be discussed.
Keywords
Misinformation, media literacy, information literacy, library instruction, first year college students
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Hardaway, Grant and Jumonville Graf, Anne, "Misinformation and information literacy: Strategies for college first year information literacy instruction" (2022). Georgia International Conference on Information Literacy. 44.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/44
Misinformation and information literacy: Strategies for college first year information literacy instruction
Session 4
Information literacy education encompasses a wide range of instructional strategies and content, some of which include media literacy and metaliteracy. Increasing attention to the development and spread of misinformation on social media underscores the need for information literacy instruction to address this issue. At the same time, first year college students continue to need foundational information literacy skills in order to be successful in their assigned research projects. At the presenters’ institution, most library-led instruction emphasizes strategies and resources for success in an academic context, without much focus on other information landscapes, such as social media. This presentation will share strategies for integrating misinformation detection and evaluation into a single information literacy session that also addresses other learning outcomes. Such strategies include short lectures, relevant misinformation examples from social media, active learning, critical examinations of common misinformation evaluation techniques, and the use of self-reflection as a media literacy strategy. These strategies are then recast as broader information literacy concepts relevant to students’ coursework. Presenters will describe how these strategies were improved and refined over time in different course contexts. Results from student assessments and faculty feedback on these sessions will also be shared. The presentation will conclude with a discussion of the challenges and opportunities of adding a misinformation component to an information literacy session along with future directions.
