C-SPAN Teaching Resources
- C-SPAN Classroom Deliberations
What is "fake news" and how does it impact our lives? C-SPAN's Classroom Deliberations provides a lesson plan, vocabulary preview, background video questions, background article questions, a note-taking chart, and deliberation activities to help teachers. In addition, the site provides links to articles and videos to provide a fairly comprehensive survey of the topic.
ACRL's Information Literacy Framework
ACRL's Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education (see below), academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty.
You can access ACRL's Framework for Information Literacy for Higher Education (Framework) here.
Information Literacy Competency Standards
The Information Literacy Competency Standards for Journalism Students and Professionals aim to adapt and apply the ACRL Information Literacy Competency Standards to journalism. They have since been replaced by ACRL's Framework for Information Literacy for Higher Education (Framework). Information literacy was defined as the ability to recognize when information is needed and the ability to locate, evaluate, effectively use and ethically apply the needed information. The information literacy competencies for journalism took into account related literacies such as data, visual, news and media. The intended audiences for the standards were journalism educators, professionals, post-secondary students and the librarians who serve them. Journalism students and professionals who cultivated information literacy competencies were better able to select, critically read and ethically use information.
National Association for Media Literacy Education Resources
Media Literacy Defined
https://namle.net/publications/media-literacy-definitions/
Core Principles of Media Literacy Education
https://namle.net/publications/core-principles/
Download NAMLE's Media Literacy "onesheet" PDF
https://namle.net/wp-content/uploads/2018/08/media_literacy_onesheet.pdf
NAMLE's Media Literacy Education and Common Core Standards
https://namle.net/publications/mle-common-core-standards/
Download the "Code of Best Practices in Fair Use for Media Literacy Education" from Temple University's Media Education Lab.
https://mediaeducationlab.com/sites/mediaeducationlab.com/files/CodeofBestPracticesinFairUse.pdf
Visual Literacy Competency Standards
The importance of images and visual media in contemporary culture is changing what it means to be literate in the 21st century. Today's society is highly visual, and visual imagery is no longer supplemental to other forms of information. New digital technologies have made it possible for almost anyone to create and share visual media. Yet the pervasiveness of images and visual media does not necessarily mean that individuals are able to critically view, use, and produce visual content. Individuals must develop these essential skills in order to engage capably in a visually-oriented society. Visual literacy empowers individuals to participate fully in a visual culture.
Access ACRL's Visual Literacy Competency Standards by clicking here.
SciCheck Fact - Checking science-based claims.
Viral Spiral - Don’t get spun by internet rumors.
NewsFeed Defenders - A media literacy game to detect misinformation.Good research vs. Bad research
How to tell good research from flawed research:
13 questions journalists should ask
"Experienced journalists use research to ground their work and fact-check claims made by politicians, policymakers and others. Many journalists, however, are not trained in research methods and statistical analysis. Some have difficulty differentiating between a quality study and a questionable one. Journalist’s Resource has put together a list of questions reporters should ask when selecting studies to guide their coverage. While there is no way to guarantee the quality of a study, these questions can help journalists avoid biased or otherwise flawed research." from Journalist's Resource
Norfolk State University and the Lyman Beecher Brooks Library do not endorse the web sites of other entities or assume any responsibility for their content or operability. Norfolk State University does not discriminate against any person on the basis of race, sex, color, national origin, religion, sexual orientation, gender identity, age, political affiliation, or against otherwise qualified persons with disabilities in admission to, participation in, or receipt of the services and benefits under any of its programs and activities, whether carried out directly or through a third-party, or any other entity with which Norfolk State University arranges to carry out its programs and activities.