Last Monday, October 8th, many states and cities observed Indigenous Peoples’ Day, recognizing indigenous peoples of America in order to appreciate their shared culture, history, and contributions. I’ve been thinking a lot about this topic lately in relation to my work as an academic librarian.
You may remember Vanessa Otero, creator of the Media Bias Chart and owner of Ad Fontes Media, from the insightful and timely live webinar she did with us earlier this year. (As a member of the InfoLit Learning Community, you can catch the recording of the session here.)
We caught up with Vanessa this week to discuss what bias is, whether it’s always bad, and how to make students care about finding reliable information. Here's what she had to say:
Last weekend, Nancy Speisser, Assistant Vice Chancellor for University Libraries, South University and Etta Verma of Credo presented together at the Virginia Library Association conference in Williamsburg, VA. The presentation, “Beyond Fake News,” concentrated on how to teach students about what journalists do—what happens when they get it right, and, conversely, the consequences when they get it wrong. The talk aimed to show students that while journalism, journalists, and “the mainstream media” have recently come under fire for bias, serious journalists are expected to adhere to strict standards and their work is fact-checked.
By Liz King and Raymond Pun
Raymond Pun recently spoke with Liz King, the Humanities Librarian at Alkek Library in Texas State University. Liz shares her techniques for connecting information literacy to things they do every day, how she overcomes misconceptions about the nature of research in the humanities field, and which resources she leans on when designing instruction.
Everyday thousands of new and potentially useful documents (data-rich reports, fact sheets, and other research oriented material) from credible sources are published on the web and can be very useful to researchers. Many, if not most, of these items are freely accessible online. Of course, with the amount of material, discovery can be challenging to say the least. Below find a few recently published examples of this type of material. We hope you find it useful. Links will take you directly to the document.
Looking to up your library's social media game? One of the best ways to engage followers to is to provide a consistent stream of fun/useful content. Understanding that libraries don't always have the time to generate all of the content they'd like, we're here to help!
At Credo, we continue to hear from librarians who are teaching students to discern factual material from disinformation. Various methods of doing so abound, but which one is right for your students? The welcome news is that there’s no need to use one particular resource—a wealth of materials exists online, some created by librarians for their students, others created for more general audiences.
Data literacy is defined as the ability to read, interpret, understand and create data as information. We’ve written a blog post on how to teach data literacy using Credo including tips and assignments to engage with your students. A great resource for delving even deeper is the new open access publication, Creating Data Literate Students (2017) edited by Kristin Fontichiaro, Jo Angela Oehrli, and Amy Lennex.
On Thursday, September 27, at the Virginia Library Association Conference, Nancy Speisser (Assistant Vice Chancellor for University Libraries, South University) and Henrietta Verma (Customer Success Manager, Credo) will present Beyond Fake News: Strategies For Evaluating Information in an Era of “Alternative Facts".
This blog series provides easy, free access to open web resources that support affordable learning opportunities. A wide variety of resources published by government entities, think tanks, and more are curated to demonstrate what may be relatively unknown or ‘buried’ in the internet. Resources reflect issues happening today for the use of librarians, students, and all audiences.