Category Archives: Information Literacy

Information Literacy and Fake News

ACRLog welcomes a guest post from Candice Benjes-Small, Head of Information Literacy and Faculty Outreach, and Scott Dunn, Associate Professor of Communication, at Radford University.

One day in September, a relative emailed me a link and asked, “Should I share this on Facebook?”  I took a look at the linked article, which had an extremely loaded-language headline and made some brutal accusations about one of the presidential candidates.  I didn’t recognize the news source hosting the article, and none of the more mainstream news sites mentioned the story. I visited my go-to fact checkers, like PolitiFact and Snopes, but found nothing about the article topic or the site. I told my relative that I couldn’t verify anything in the story or the site, so I recommended she not share it further through social media.

I didn’t know it at the time, but this was my first real engagement with what came to be called “fake news.”  Since the election, much has been written about this phenomena, with Politifact calling it the 2016 Lie of the Year.  Librarians have pointed out that acceptance of fake news shows a weakness of information literacy skills, and have published suggestions on how libraries can counteract fake news here and here (to name just a few). The Stanford study has added fuel to the discussion, suggesting university students have very weak evaluation skills.

Of course, as just about any instruction librarian will tell you, source evaluation is a complex skill. As Mike Caulfield so eloquently argues in his piece, Yes, Digital Literacy. But Which One?,  an information seeker needs a certain amount of subject expertise to truly judge whether a source on the topic is credible. And in this NSFW article, Chuck Wendig explores some of the problems of convincing people to read an article that goes against their worldview with an open mind.

But as an instruction librarian, I’m not ready to throw in the towel. Our students are going to read fake news, and I think we can encourage them to approach sources critically. As I posted to the ILI-Listserv in September 2016:

We have a solid lesson plan for evaluating Web sites  but I’m looking for one that focuses on news sites.  For example, there were a lot of conflicting reports about what actually happened during Trump’s visit to Flint last week. How could the average person figure out which story to trust?  What can we teach in a one-shot that would help students to evaluate the media?… My ideal lesson plan could be taught to freshmen in a 50-minute workshop, would be very hands-on, and would not leave them thinking, “All media are biased, therefore you can’t trust any of them.”

I discussed my quest with a few colleagues. My conversation with Dr. Scott Dunn, professor of communication, was the one that gave me the most traction. Scott’s research interests include politics and mass media, so he had been watching the fake news about the presidential election with interest. He understood my concerns that common suggestions for evaluating sources often centered on superficial characteristics, such as whether the site looked professional, or used criteria which were not as appropriate for news sites, like the URL’s top-level domain name (.com, .edu, .org). I proposed that readers needed to analyze the content of the stories themselves and look for hallmarks of quality, but I wasn’t sure what those might be, or what would be realistic to expect from your average, non-expert reader.

We first grappled with a definition for “fake news.” While it initially seemed to mean hyperpartisan stories, did it also include intentionally fake ones, like the satirical Onion? What about stories that turned out to be false, such as The Washington Post’s (now corrected) story about Russians hacking into the electric grid?  More recently, people have begun using the phrase “fake news” whenever a story doesn’t fit their world view. As Margaret Sullivan wrote in her piece, It’s time to retire the tainted term fake news, “Faster than you could say ‘Pizzagate,’ the label has been co-opted to mean any number of completely different things: Liberal claptrap. Or opinion from left-of-center. Or simply anything in the realm of news that the observer doesn’t like to hear.”

Rather than focus on identifying fake news, then, we decided it made more sense to teach students how to recognize good journalism. This dovetailed well with my initial instinct to focus on the quality of the content. Scott and I, with some help from the Stony Brook University’s Center for News Literacy, developed these tips:

  1. Avoid judgments based solely on the source. Immediately following the election, there were numerous attempts to quantify which sites were trustworthy, such as Melissa Zimdars’ False, Misleading, Clickbait-y, and/or Satirical “News” Sources and infographics that attempted to showcase media outlets’ biases. The methodology used to classify sources is often opaque, and it’s impossible for anyone to keep up with all the Websites purporting to be news. Many sites may also have a range of credibility. Buzzfeed has published some strong political pieces, but it also pushes listicles and silly quizzes, making it hard to say it’s always an authoritative source.
  2. Refer to the Society of Professional Journalists’ Code of Ethics. While it is written for journalists, many of the principles are ones a reader can identify in a story, such as whether the author seemed to verify facts; took care not to oversimplify or sensationalize a story, even in its headline; and explained why anonymous sources needed to be unnamed.
  3. Differentiate between perspective and bias. Having and writing from a point of view is not the same as cherry picking your facts and twisting a story unfairly. We should be able to read something that doesn’t fit our own world view with an open mind, and not automatically reject it as “biased.” We should also help learners understand the difference between editorials and commentaries, which are intended to be argumentative and express strong opinions, and news stories, which should not. Good news journalism will not mix the two.
  4. Find the original source of the story. Many sites will harvest news stories and then repackage them without any additional research or reporting. Like a game of telephone, the farther away you get from the original report, the more mangled and corrupted the story becomes. Often the original story will be linked, so you can just click to access it.  Encourage students to read this story, rather than relying on the secondary telling.
  5. Check your passion. If a story incites you, it may be too good or too outrageous to be true. For example, the pope did not endorse Trump OR Bernie Sanders. These stories can be created by satirical sites and then picked up by other outlets, which treat them as straight news; or they can emerge from the darker Web, feeding conspiracy theories like Pizzagate. Fact checking is essential for readers of these stories, using all of the above best practices.

Now how could I put all of this into a one-shot? In addition to my online research, I talked through my (somewhat stream of consciousness) thoughts with the other members of the library instruction team, who provided strong feedback and guidance. I collaborated with my colleague, Alyssa Archer, who brought her experience with critical pedagogy to the final lesson plan.  All that was left for us to try teaching it! I’m pleased to share that Alyssa and I taught the class multiple times in the fall, and have shared the resulting lesson plan, Evaluating news sites: Credible or clickbait? on Project CORA. We weren’t able to include all of the tips, but we continue to discuss how to incorporate them in future workshops.

I feel like the “fake news” phenomena is one that just keeps morphing and growing. I could probably write a whole lot more about this but I’m more interested in hearing what you think. How do you think information literacy can counteract the post-fact narratives- if it can at all? What tools and techniques do you recommend?

Library (and Library-relevant) Events and the Inauguration

The U.S. Presidential Inauguration is scheduled for tomorrow, and many organizations have planned programming, displays, and other ways to engage their communities in conversations around issues raised since the election and during the transition. At my college and university we’re still in our winter intersession — our Spring semester doesn’t begin until the end of the month — and we don’t have any events planned at my library, though I’m enjoying the Post-election Resource Guide zine that my CUNY colleagues at Hunter College Library put together. I found myself wondering what academic (and other) library folks are up to this week, and after a bit of research found a few library and library-adjacent events I thought I’d share.

While not specifically happening in academic libraries, the Writer’s Resist event last Saturday January 15th at the iconic 42nd street location of the New York Public Library felt near and dear to my librarian and academic heart. Sponsored by PEN America, a literary and human rights organization, this literary rally featured readings by prominent writers and a pledge by PEN members and participants to defend the First Amendment. There are terrific photos on Twitter — including gorgeous signage featuring author portraits and quotes — under the hashtag #LouderTogether. And closer to my college in Brooklyn, the central branch of the Brooklyn Public Library held a Pre-Inaguration Weekend Sign-Making Workshop last night. Brooklynites (and other local folks) of all political persuasions were invited to come to the library to use art supplies and button makers to exercise our First Amendment rights to free expression.

Many academic librarians are already back to the new semester this week and are planning programming in conjunction with inauguration-related events at their colleges or universities. At American University in Washington, D.C., Communication Librarian Derrick Jefferson participated yesterday in Teach, Organize, Engage: A Forum on Contemporary Politics and the Future. This full-day teach-in at the university was jointly sponsored by AU’s student, faculty, and staff governance bodies, and featured presentations about getting to the current moment in the U.S. as well as other domestic and international issues. The session Derrick presented — “Fact Checking and Communication in the ‘Post-Truth’ Era” — sounds like it was a great example of the critical information literacy expertise that academic librarians can bring to these conversations on campus, both formal and informal.

I also heard from John Jackson, Outreach & Communications Librarian, and Marie Kennedy, Serials and Electronic Resources Librarian, at Loyola Marymount University in Los Angeles about a half-day teach-in at their campus on Friday, the day of the inauguration. The LMU teach-in starts with a viewing of the inauguration and then breaks out into various smaller sessions, during which librarians will offer four sessions of a workshop on critically analyzing news sources called “Keepin’ It Real: Tips & Strategies for Evaluating Fake News.” The workshop will cover misleading news sources like misinformation, disinformation, click-bait, and propaganda, among others. I think holding this workshop right after the inauguration will provide students with a great opportunity to discuss any questions they have about speeches and media from the inauguration while it’s still fresh in their minds.

Is your library doing any programming or displays for the inauguration this week, or continuing to discuss the transition to the new administration in the future? Let us know in the comments.

Straight talk: Inviting students’ perspectives on information literacy teaching and learning

My colleagues and I received a grant from our regional consortium to develop information literacy continuing education opportunities for faculty, librarians, and other stakeholders at our institutions. As part of this initiative, we’re planning a one-day symposium during which participants can share successes and challenges in information literacy teaching and learning and that inspires intercampus dialog about our future teaching practices. We plan to include faculty and librarian presentations, discussions, and workshops. I’m especially excited about our plan to organize a panel of undergraduate students. We want to convene this panel so that we can hear directly from students themselves about information literacy teaching and learning. Some of the most interesting pedagogical conversations I have are with students about their perspectives on their own teaching and learning experiences and development. I’m eager to find more ways to facilitate these conversations.

We’re still in the early planning stages and are just beginning to think about how to invite students to participate in the panel and in what areas we want to focus the discussion. I’m so far thinking about posing questions like the following to the student panelists to help guide the session:

  • What information literacy teaching practices, learning experiences, and assignments have helped you learn and grow best?
  • What have been barriers to your information literacy development and successes?
  • What information literacy-related strategies, concepts, or skills have been most confusing or troublesome? Why? Have you been able to overcome those roadblocks? If so, how?
  • Do you think of yourself as an information consumer, creator, or both? How so?
  • What strategies, habits, or attitudes do you practice that help you plan, monitor, and assess your information consumption and creation?
  • What advice would you offer to other students information consumption and creation? About information literacy learning?

If you were to convene a panel of undergrads (or perhaps you already have), what would you want to ask students about information literacy? What do you want an audience of faculty to hear from students about information literacy? I’m eager to hear your thoughts in the comments.

The Grossly Exaggerated Death of the Library, or Why I Don’t Discourage Students from Attending Library School.

What do you say to the next generation of Librarians? Since I’m a First-Year Academic Librarian Experience I would assume the “next generation” is probably me, and it is a little too soon to play the grizzled older “in my day” type librarian. Because I work in a University Library, I know students finishing their undergraduate degrees considering graduate school or library school. They ask me if library school is a good idea and what a person like them should do if they’re interested in the humanities. I suspect that because I’m so close to having finished school I am sensitive to those questions. After my own negative experiences in undergraduate and graduate school, I have decided that I will not discourage anyone from the path that I succeeded on. I ask those who tell students not to pursue librarianship where else these students should focus their energies?

Libraries have a real crisis of confidence. Google “don’t go to library school” (I took a screen shot so you don’t actually have to google it) and you’ll see the kind of pessimism that plagues our students. The result of this is that students have a clear and unhealthy obsession (see any /r/Librarians Reddit posts), in some ways encouraged by current librarians, about whether or not they’ll get a job at the end of school. It doesn’t help that resources like Hiring Librarians, while a great source of information, often publishes the most pessimistic and disheartening interviews with “hiring” managers. Librarianship is dying, everyone abandon ship.

Don't google this
Don’t google this

As a student, I wrote extensively about this phenomena and how it breeds insecurity and negativity in already stressful student lives. Now that I’m a professional I see that this insecurity and negativity then leads to an undervaluing of the work that we do on college campuses. Many of us had formative experiences working closely with librarians in University Libraries and wanted to “pay it forward” by being part of the library-industrial-complex. When we tell students not to pursue what we have succeeded at we tell them that they are not as good, elite, or lucky as we are.

Judging from my friends and colleagues, I know that these concerns are not limited to librarianship. Anxiety over jobs and the economy is one of many issues that drove voters to the polls seeking “change” a month ago. Many of you will say “but librarianship is special because it is really dying!” Much of this is predicated on a longstanding prophecy of the death of print and of the book itself (after all what is a library if not a place for books). Whether or not this death comes from technology or from a deep-seated American anti-intellectualism, the threat to learning and reading impacts directly on our profession. Ongoing austerity movements in government challenge librarians to justify their own existence. But our “worth” is transcendent as J. Stephen Town writes “relying on a shared belief that there is an impact through higher education on individuals and society, and beyond that there is a value arising from being educated, which relates in a fundamental way to human flourishing.”(112) While “human flourishing” is difficult to measure it is unlikely our society will totally move past an expectation of education and learning as a hallmark of growth. But if we cannot measure the impact of the library, how do we know that it isn’t dying?

In anticipation of the death of libraries, there are two paths that librarians and scholars have taken. One has been toward change and innovation (or as a pessimist might say bargaining) where we change what we do and how we measure it to prove our worth and the other toward resignation and defeatism, where we tell people the library is dead and not to join our funeral parade. There is a great article that counters this pessimism entitled “The Library is Dead, Long Live the Library!” where the authors acknowledge that the academic library faces competition in the digital world as we are no longer the chief source of information for students and the public while positing the changes we need to make to ensure our own survival.(Ross 146) The “information fog,” as William Badke calls, makes us all lost and librarians are those who can leads us through the murk.

Interestingly, the rise of the anti-intellectual is often attributed as either the result or the cause of the libraries downfall. The ongoing and well publicized struggles with “fake news” are seen as either calls to arms for librarians or defeated examples of the long decline of the library in American life. Either way, the importance of librarians is still central to the teaching of information efficacy and theory, and, if the present crises in media confidence shows, we will always be needed. The library is not dying, it is changing. This is not outside of our own history nor is it something about which we should be afraid. Students should be aware of that change and the challenges of the future but never discouraged by it.  If we believe that the current and future work is worth doing then we should encourage those likeminded students to continue our cause.

I do not want to downplay the struggles of unemployed or underemployed librarians, and I don’t ascribe to the ongoing and troublesome myth that librarians will be retiring and we’ll all get nice paychecks when that happens. I also do not want to paint a rosier picture than exists for new graduates. There are real struggles for people wanting to get into librarianship, but we should never discourage those that are interested in our work from getting involved. If every Library student listened to their faculty mentors about not applying to graduate school we’d have no graduate students next year, and no new librarians in two years, and our universities would collapse along with society. This is an exaggeration, but if I was discouraged from reading about how librarianship was dying, I wouldn’t have the job that I enjoy so much. I expect that many of you had that same discussion and warning prior to enrolling in school. Losing people like us is the danger in telling students not to pursue the work that we love.

 

References:

Badke, William. Research strategies. iUniverse: New York, 2004.

Town, J. Stephen. “Value, Impact, and the Transcendent Library: Progress and Pressures in Performance Measurement and Evaluation.” The Library Quarterly: Information, Community, Policy 81, no. 1 (2011): 111-25. doi:10.1086/657445.

Ross, Lyman, and Pongracz Sennyey. “The library is dead, long live the library! The practice of academic librarianship and the digital revolution.” The Journal of Academic Librarianship 34, no. 2 (2008): 145-152.

 

 

 

 

Alternative Library Instruction Models, or What Happens When You Want Back Out

I’ve been an instruction librarian since 2007, and over the years my perspective on library instruction has shifted from

How can I convince my liaison department faculty to schedule a class?
to
How can I make my classes more scaffolded within the curriculum?
to
How can I possibly do all of this teaching in one semester and get my other work done too?

The more experienced librarians reading this blog post might cry “BURNOUT!” but I am beginning to think that there’s a larger structural issue with library instruction programs like mine (and perhaps like yours as well).

The Set Up

I work at a small, public, liberal arts college that prides itself on its focus on teaching, undergraduate research, and close academic relationships between faculty and students. Librarians are 12 month tenure-track faculty, and although we don’t typically teach credit-bearing courses, we are heavily involved in the traditional “librarian-as-guest-lecturer” model of library instruction. I use the phrase “library instruction” because as much as I want to say we have an “information literacy education” program we aren’t quite there yet. My colleagues and I work with every section of incoming first year and transfer student liberal arts seminars (required for all new students) as well as multiple classes in multiple liaison departments. We’ve hit a point where our seminar involvement pretty much takes over our entire existence each fall semester, to the detriment of our other teaching, to say nothing of our other professional responsibilities, service, and scholarship. I’ve tried creating banks of activities based on our much-reduced information literacy learning outcomes so that my colleagues could plug-and-teach more easily, but the uniqueness of each seminar section makes it difficult to follow any kind of scripted lesson plan for all sections.

If the world is as wonderful a place as I hope it to be, I will likely be on sabbatical next academic year, leaving my colleagues–or, if we’re lucky, a visiting librarian–to absorb my teaching responsibilities (sorry, friends). As my library’s unofficial instruction coordinator, I realize that even with an extra teaching librarian we’d still be stretched far too thin to actually make a dent in the amount of work we put into these seminars. So…

What’s a Library Instruction Coordinator to Do?

I was professionally “raised” on the library instruction model that praised getting into as many research-based classes as you possibly can, because doing so would help students become better researchers and faculty better understand the importance of information literacy. I don’t buy this at all anymore. I feel like it puts librarians in an odd (perhaps even subservient) role and just isn’t pedagogically sound. What’s the point of teaching ALL THE THINGS ALL THE TIME? That just leads to repetition and, well, burnout.

That said, curriculum mapping is hard. Unless information literacy is built into the college’s curriculum from the top down (see Champlain College’s Core Curriculum sequence for scaffolding IL dreams), Major and Core Curricula are often unwieldy and not necessarily conducive to sequential information literacy integration. Plus doing so is not  a guarantee that teaching loads for librarians will be manageable and sustainable.

I know some libraries have pulled out of face-to-face instruction for first year courses like seminars and English Composition altogether, in favor of web-based tutorials or LMS embedded modules. Others hire one person to do all instruction for that particular course, and still others, like mine, split up the course load among all teaching librarians.

One way that our first year and transfer seminar is unique is that each section has a dedicated Peer Mentor–an upperclass student who takes the course and serves in this oddly defined role of part teaching assistant, part model student, part emotional support person. A visit to Swarthmore College last month, which has a wonderful peer research and information associates program, has me thinking about ways in which the Peer Mentors could take on many of the more mechanical teaching tasks that we as librarians are doing now. This would include things like introducing students to the discovery layer, databases, catalog, and interlibrary loan. We could then, as a library faculty, develop assignments, activities, and lesson plans to share with seminar instructors to integrate information literacy into their pedagogy.

I wonder if that’s going against one of librarianship’s sacred cows. Non-librarians teaching information literacy???? Gasp! Cringe! Ack! But I think it would free my colleagues and I up to work more thoughtfully with our liaison departments both in and outside of the classroom and develop a pedagogy of information literacy that best meets their needs.

My goal for the spring is to investigate pedagogy / library instruction models at other small colleges for ideas and inspiration, and create a plan for fall 2017. I’m curious to hear from readers who are perhaps in similar instruction predicaments. What’s worked for you?