Fake News Alerts: Teaching News Literacy Skills in a Meme World

Taylor, Diana

ID – Media Literacy

Ireland, S. (2018). Fake news alerts: Teaching news literacy skills in a meme world. The Reference Librarian, 59(3), 122-128.

Summary: In this article, Ireland addresses the need for students to have the skills to be able to decipher whether information is true or not. In today’s fast paced world of technology, most information is sent in less than 100 words, and readers view it as true. Ireland suggests that librarians can make their own memes and infographics to provide visual information to combat it. This article covers memes, what is fake news, identifying fake news, identifying reliable news sources, accessing sources, addressing bias and logical fallacies, and how to stop being part of the problem.

Evaluation: This was an excellent article on how librarians can help address the issue of fake news with students. Ireland provides us with all the necessarily terminology to discuss fake news and provides resources to post in the library for students to view.

How AR and VR Can Make Students Laugh and Cry Out Loud – and Embed Them in Their Learning

Michelle Furtado


McMahon, W. (2018). How AR and VR Can Make Students Laugh and Cry Out Loud-and Embed Them in Their Learning. EdSurge, 28. https://www.edsurge.com/news/2018-08-28

This article discusses a teacher’s experience using Augmented Reality (AR) and Virtual Reality (VR) hardware and software to teach English lessons in a College class. The teacher purchased forty AR headsets and used them to create lessons in which students could experience literature in innovative ways. As an example, for a study of poetry and lyrics he had them visit a U2 site which demonstrated interaction with a worldwide community in song creation and performance. Students were then asked to share their experiences and reflect on them. Students reported a higher level of emotional engagement in their learning than they had without the technology. After the lessons, the students were challenged to create products that would be useful using the software and hardware. They had to write up their proposals and present them to a panel of venture capitalists.

The article is a useful one, given the movement toward AR and VR technology. Students are already interacting with the world through technology with such games as Minecraft and Fortnite. This article discusses the value of incorporating immersive technology into teaching. The problematic portion is, of course, the current cost of such technology. While this may not be a viable option today in most k-12 public schools, the cost will probably come down in the years to come. AR and VR will no doubt allow more lessons to achieve the Redefinition level of SAMR technology integration.

Emotional intelligence and communication levels in information technology professionals

Jane Rollin


Hendon, M, Powell, L. & Wimmer, H. (2017). Emotional intelligence and communication levels in information technology professionals. Computers in Human Behavior, 71, 165-171. Retrieved from: http://www.sciencedirect.com.libaccess.sjlibrary.org/science/article/pii/S0747


The relationship between emotional intelligence and communication adaptability is the focus of this research. The study found positive correlations between professionals with strong emotional intelligence and effectiveness on teams, maintaining professional relationships and positively affecting the workplace.

Instructional Design Model for Integrating Information Literacy

Stallings, Tayci


Mullins, Kimberly. (2014). Good IDEA: Instructional Design Model for Integrating Information Literacy. The Journal of Academic Librarianship, 40(3-4), 339-349. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_sciversesciencedirect_elsevierS0099-1333(14)00066-4&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US 

The IDEA (interview, design, embed, assess) Model is a library-specific systematic approach to integrating information literacy instruction and resources within academic courses.

Lit Review of Information Literacy and the IDEA Model

Media Literacy – 14 Apps for Kids Who Think Reading is Boring"

MaryLee Helm


Common Sense Media. (2017). 14 Apps for Kids Who Think Reading is Boring. Retrieved from https://www.commonsensemedia.org/lists/14-apps-for-kids-who-think-reading-is-boring?j=5163384&l=512_HTML&u=78020539&mid=7000332&jb=509&utm_source=072117+Default&utm_medium=email&utm_campaign=weekly#

Browse through the apps, read a short synopsis of each, and decide whether it’s something that could benefit your students (or children). They are all rated and can help you determine whether it’s the right one for your situation.

Since we all created a Symbaloo account and started our webmix, the apps may be possible resources to add. There’s something for all grade levels, so give it a look and hopefully you’ll find something that appeals to you and your students.

Stanford FabLearn’s Paulo Blikstein on the Efficacy of Maker Ed: It’s about Process Not Products

Paslay, Juliana


Gomes, Patricia. (2016) Stanford FabLearn’s Paulo Blikstein on the Efficacy of Maker Ed: It’s about Process Not Products. Edsurge. Retrieved from https://www.edsurge.com/news/2016-05-26-stanford-fablearn-s-paulo-blikstein-on-the-efficacy-of-maker-ed-it-s-about-process-not-products?mc_uid=24373520d43ce16a4903e62f8bf5a5a5&utm_source=EdsurgeLive&utm_campaign=610b7870f0-2016-06-08-EdSurge+Newsletter+Ver+278&utm_medium=email&utm_term=0_0f1ec25b60-610b7870f0-291804001 I really appreciated this article and its point of view! It’s on how assessment needs to be different when using makerspaces in education. I think it has some good points on both maker education and assessment.

When we let technology do our thinking for us

Anthony Devine

When reading The Shallows, Nicolas Carr referenced the work of Van Nimwegen & Van Oostendorp (2008). Basically, Van Nimwegen & Van Oostendorp show that the more a tech interface guides a user to do a task, the less the user actually internalizes and learns the task. In other words: the easier that technology makes a task, the less the learning “sticks” in our brains. Or, to use the term in the title and the term Dr. L. prefers: the more technology guides us in a task, the less ability we have to transfer what we learned in that task.

I think this has implications for education technology and for information literacy. When designing learning experiences for students, we should be mindful of the danger of having students do things that simply do not require much thinking, much internalization. And as to information literacy, we should be careful to let our social media feeds to our thinking for us when it comes to what information to perceive as valid/invalid.

Technology is fantastic, but we still need to think for ourselves.

Carr, N. G. (2010). The shallows: What the Internet is doing to our brains. New York: W.W. Norton.

Van Nimwegen, C., & Van Oostendorp, H. (2008). The questionable impact of an assisting interface on performance in transfer situations. International Journal of Industrial Ergonomics. Retreived from: http://dx.doi.org.libaccess.sjlibrary.org/10.1016/j.ergon.2008.10.008

Why you think you’re right, even when you’re wrong

Anthony Devine

Julia Galef’s blog post is is also the topic of a TED Talk:
Galef does a great job explaining motivated thinking. This is another source that helps us see that we are not as logical as we like to think we are. The implication for information literacy is to be mindful of how our worldview colors what we choose to believe and what we choose to discard.

Galef, J. (2017, March 9). Why you think you’re right, even when you’re wrong. Ideas.TED.com. Retrieved from http://ideas.ted.com/why-you-think-youre-right-even-when-youre-wrong