Keegan is wrapping up the first week of his Information Literacy Faculty Learning Community as I type.
The FLC, especially for weeks 1 & 2, draws heavily on Mike Caulfield’s work on media and information literacy, especially his recent work around what he calls the ‘Four Moves’ of fact-checking. Mike has built out an challenge bank to test your fact checking at Four Moves and you can delve deeper into his work in his OER textbook Web Literacy for Student Fact-Checkers.
Within the FLC, Keegan is encouraging us to reflect on the material for each week by answering three prompts:
What should we be teaching our students about this topic?
I think there is an overlapping set of skills that can variously be called digital literacy, information literacy, media literacy, civic literacy, etc. There is a lot of overlap within the Venn diagram of these skill groups and there are identifiable pieces and disciplinary histories that help to define and separate each of the sets.
At OU we’ve had an initiative called ‘Writing Across the Curriculum’ in place for several years that tries to get students to write essays in classes across campus, not just English classes. Similarly, I would like to see a ‘Literacy Across the Curriculum’ initiative that emphasizes whichever sets of literacies are most applicable for each course (media literacy for journalism classes or information literacy for library classes, etc.). These skills are naturally part of many classes already, but a concerted effort to emphasize these skills in all (or as close to all as is practical) classes would both introduce and reinforce these real-world, necessary skills for students.
In my role within the Office of Digital Learning, I advocate for and help instructors integrate digital literacy lessons into their classes. Finding information online and vetting that information is a key real-world skill. In my history of science classes, I teach how scientists fought for authority/respectability and their rhetorical strategies for arguing their scientific theories. I want students to understand how to evaluate the trustworthiness of scientific rhetoric, and I think that’s an obvious place to extend the lesson into evaluating the trustworthiness of all rhetoric.
What’s a small change you can make in your course for the benefit of your students?
I really like Mike’s activity bank. I’ve used activity banks in my classes for a while now. I usually set these up as an array of different activities that reinforce the material from class. Students can choose those activities that reinforce the skills and/or content that most interest them in order to exercise those skills and deepen that knowledge. I think I can integrate Mike’s activity bank into my own to encourage students to practice their fact checking and broader digital literacy skills.
Feel free to share any other thoughts or comments you have on this topic:
I’m hopeful that participants in the FLC will integrate some of Mike’s work into their own teaching and courses. When I look around the ecosystem of Digital Literacy education in higher education, Mike’s work stands out as being incredibly timely, important, and practical.
I really like how Keegan has curated the material for this FLC. I know that we’re going to talk about Chris Gilliard’s work on Digital Redlining in the coming weeks. Amy Collier and her team’s Digital Detox project is another very accessible and adaptable entry into the field and served as a model for Keegan’s work.
I’m currently participating in the #engageMOOC and next week I’m leading a graduate student workshop on Digital Identity. My field, educational technology, is in this space right now, and I think that’s significant of the broader cultural awakening towards the threats of Fake News, digital manipulation, and the eroding of truth and trust in society. I’m hopeful that Keegan’s work and the work of all of the participants in his FLC can do at least some good in addressing these issues on our campus. I’d encourage you to participate in the FLC online and think about how to address them in your own work.