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Zeynep Tufekci writes: "What we are witnessing is the computational exploitation of a natural human desire: to look “behind the curtain,” to dig deeper into something that engages us. As we click and click, we are carried along by the exciting sensation of uncovering more secrets and deeper truths. YouTube leads viewers down a rabbit hole of extremism, while Google racks up the ad sales." Via Mary Reilley Clark 
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Because online learners must literally engage course material on the Internet rather than in the physical classroom, it becomes all too easy to copy and paste an unsubstantiated factoid into a discussion forum or homework assignment without giving it rigorous scholarly consideration.
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This all started when my teenage son reported that Adam Sandler has Ebola. He saw it trending on Facebook. I sighed inwardly and asked if he had looked at the source of the information. Being the son of a librarian he quickly said: “Yes! CNN.COM.”
Elizabeth E Charles's insight:
A great intro to search psychology and what happens when searching for information...the book stresses the need for reliable information searching and how to achieve this.
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Library Literacy resources - Some lessons Library Lessons - Annotated Bibliographies Creating a bibliography and research tips - Creating a standard bibliography and research tips Get more from Goo...
Jo Campbell's curator insight,
April 19, 2015 11:44 PM
Games are a good way of learning, libraries are very innovative
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a brief overview of searching for information in an academic setting. Includes use of quotation marks, "and" and choosing terms. There is also a bit about lo... Via Becca Johnson
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Although we face a digital challenge, educators have relied on a distinctly analog approach to solving it. The most prominent digital literacy organizations in the United States and Canada instruct students to evaluate the trustworthiness of online sources using checklists of 10 to 30 questions. (Common Sense Media, the News Literacy Project, Canada’s Media Smarts, the University of Rhode Island’s Media Education Lab, and the American Library Association all disseminate website evaluation checklists.) Such lists include questions like: Is a contact person provided? Are the sources of information identified? Is the website a .com (supposedly bad) or a .org (supposedly good)?
Elizabeth E Charles's insight:
Great argument for information/digital literacy being embedded into the curriculum rather than just relying on a one-shot session.
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Our favorite tips and ideas for teaching kids to look below the search engine surface.
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The latest choice of the Peer-Reviewed Instructional Materials Online (PRIMO) Committee of the Instruction Section of ACRL for their Site of the Month is InfoRhode Tutorials. There is an interview with producer Jim Kinnie on the PRIMO website. "InfoRhode Tutorials is an online tutorial that explores the basics of college-level research. It consists of six modules that follow the research process: Start, Identify, Gather I, Gather II, Evaluate, and Cite.
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Karoline Hestsveen, a high school student in Norway, collaborated with 26 other students and teacher Ann Michaelsen to write the interactive digital book Connected Learners: A Step-By-Step Guide to Creating a Global Classroom, a collection of... Via Deborah Arnold
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Information is everywhere! Its just so easy to Google and use something that looks relevant... so why cant you just Google? Attribution-Noncommercial-No Deri...
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I use YouTube purely for recreational purposes--and the occasional "how do I replace [insert random broken household item]"-- but I just spent some time looking at various controversial topics. Sure enough, click on one anti-vaccination video, and all the recommended videos become anti-vaxx, even though when I did a simple [vaccination] search, the first page of videos were predominately pro-vaccination.
When I teach about doing Internet research I always talk about staying focused, since it's so easy to get distracted by irrelevant sites. My example is always YouTube. I ask students to raise their hand if they've watched a YouTube video for fun. Then I ask them to raise their hand if they stopped at that one video. No one does. Now, instead of just emphasizing why that rabbit hole can cost them research time, I'll be asking students to be more aware of where that rabbit hole might take them.