Teaching Source Criticism to Students in Higher Education

Johannessen, Hilde

doi:10.1016/b978-0-08-100630-6.00006-0

Cited by 4 publications

(2 citation statements)

References 11 publications

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“…In a Stanford study, Wineburg et al (2016) found that 82% of schoolchildren could not recognise the difference between advertisements and original content. Researchers have expressed concern about what students do when they read and evaluate digital information (Puustinen & Rouet, 2009;Johannessen, 2016). It seems to be difficult for students to know if digital information has been reviewed (Kubiszeqski et al, 2011) and by whom and how they can check the quality of the information (Metzger & Flanagin, 2013;Walraven et al, 2009).…”

Section: Evaluating Online Contentmentioning

confidence: 99%

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

Guðmundsdóttir

Hatlevik

2020

NJCIE

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The rapid emergence of information and communication technology (ICT) has had implications for the education system and initial teacher education (ITE) in particular. This study investigated the extent to which teacher education assists student teachers in developing their professional digital competence (PDC) in general and, more specifically, their competence in using ICT responsibly. Responsible use of ICT is here taken to include privacy and copyright issues, ethical issues and the ability to evaluate digital information. To explore Norwegian student teachers’ perspectives, awareness and experience of the responsible use of ICT, in-depth interviews were conducted with 10 student teachers before their practice placements at local schools and with six students after their practice placements. Overall, the findings indicate that the student teachers mostly knew how to search for and evaluate digital information, but that they tended to choose the most convenient approach for search and evaluation. Further, it seems that the student teachers were aware to some extent of how to avoid advertisements, marketing or inappropriate content when using online resources in the classroom. However, they had limited competence in dealing with privacy and copyright issues in a teaching setting. One of the challenges identified through this study is that, during practice placements, the attention seems to be on the technical aspects of ICT rather than on pedagogical or responsible ways of using ICT. The study concludes that teacher education programmes need to include responsible use of ICT as an integral part of their programme, as well as during student teachers’ practice placements in schools, rather than providing stand-alone activities or courses of limited duration.

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Section: Evaluating Online Contentmentioning

confidence: 99%

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

Guðmundsdóttir

Hatlevik

2020

NJCIE

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“…Its usefulness in journalism concerns how journalists, rather than seeking objective truths about the world, depart from how all sources of information are biased in one way or another (Steensen 2018). It is also linked with what is referred to as information literacy and a general ability to assess sources of information in relation to the growing quantity of available information (Johannessen 2017).…”

Section: Introductionmentioning

confidence: 99%

Source Criticism as a Technology of Government in the Swedish Psychological Defence: The Impact of Humanistic Knowledge on Contemporary Security Policy

Bertilsson

2021

Humanities

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“Source criticism” (källkritik) has become an essential part of the Swedish government’s activities against false information, deception campaigns, and propaganda, which are viewed as fundamentally destabilising forces that can potentially undermine the democratic system, the public debate, and political decision-making. The purpose of this article is to explore source criticism as a technology of government focusing on the Swedish Psychological Defence. I analyse the way in which source criticism is brought to bear on Swedish national security policy in the light of Foucauldian theories about modern governmentality and technologies of the self. Source criticism is seen as an example of a contemporary form of government that entails a redistribution of responsibility from the state to the individual, who is provided with certain “technologies of self” to master an unpredictable political environment. With this case study as empirical example, the aim of the article is to contribute to the research on the influence of humanistic knowledge in security and defence policy domains. This prompts further discussion about what happens with the democratic and critical potential of humanistic knowledge as it is enrolled in government operations.

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Relational Liaising to Integrate Informed Learning Into the Disciplinary Classroom

Ranger¹

2019

Informed Learning Applications: Insights From Research and Practice

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This conceptual chapter sets the stage for how librarians can support informed learning. It looks at how the intersections between informed learning, Bakhtin's philosophy of communication, and relational leadership contribute to a model of relational liaising. The chapter provides examples of practical applications, interdisciplinary collaboration, and shared leadership which librarians and other teachers can adapt for specific arts, humanities, or social sciences disciplines. Many of the illustrations are set within communication-related curricula but also include the arts.

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Teaching Source Criticism to Students in Higher Education

Cited by 4 publications

References 11 publications

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

Source Criticism as a Technology of Government in the Swedish Psychological Defence: The Impact of Humanistic Knowledge on Contemporary Security Policy

Relational Liaising to Integrate Informed Learning Into the Disciplinary Classroom

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