We Won't Be Fooled Again: Teaching Critical Thinking via Evaluation of Hoax and Historical Revisionist Websites in a Library Credit Course

Mathson, Stephanie; Lorenzen, Michael

doi:10.1080/10691310802177226

Cited by 15 publications

(6 citation statements)

References 4 publications

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“…Baer argues librarians should encourage students to focus less on "good" or "bad" sources, but instead provide nuanced discussions that address these constructed notions of absolute relativism ideology (Baer, 2018). Other works have similarly concluded that it is difficult to teach the ACRL framework goals in short "one shot" sessions that are too short to sufficiently explore the nuanced topics (Angell & Tewell, 2017;Glisson, 2019;Mathson & Lorenzen, 2008) Studies have also evaluated the "checklist" approach toward teaching source evaluation. Angell & Tewell (2017) conducted a two-year study in which they found success using the CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) checklist as a teaching framework for evaluating sources, but also found students could still not distinguish the nuance beyond these criteria (Angell & Tewell, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

HOAX: How perceived authority of information sources affects students’ likeliness to disseminate misinformation

Abdel-Jawad¹

2023

JoNL

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This study seeks to understand how students interact with social media and information sharing, as well as how perceived authority impacts their habits using a mixed-methods survey approach. The changing landscape of misinformation on social media has called into question what role students perception of authority has in the spread of misinformation among undergraduate students. Previous research has surveyed students on their information sharing behaviors, but has yet to broach the specific consequences of information being spread by a perceived authority. The findings from this study indicate that students rely on traditional forms of authority (such as doctors, police officers), but there is also a relationship between the emotional tone of information sources and certain aspects of students’ evaluations of source authority, such as being “verified” on traditional social media platforms. This study has implications for teaching information literacy to undergraduates.

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Section: Literature Reviewmentioning

confidence: 99%

HOAX: How perceived authority of information sources affects students’ likeliness to disseminate misinformation

Abdel-Jawad¹

2023

JoNL

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“…Menurut Paul, R., & Elder, L. ( 2019) seseorang yang berpikir kritis dengan baik mampu: 1. mengajukan pertanyaan dengan jelas dan tepat; 2. menilai informasi yang relevan dan menafsirkannya secara efektif; 3. memberikan kesimpulan dan solusi yang relevan; 4. berpikiran terbuka dalam mengenali dan menilai sebuah informasi; 5. mengkomunikasikan solusi secara efektif untuk menyelesaikan masalah. Pada penelitian yang dilakukan oleh Mathson, & Lorenzen, (2008) menunjukan bahwa berpikir kritis diperlukan untuk mengevaluasi berita-berita hoaks agar tidak mudah di percaya dan diterima apa adanya oleh siswa. Oleh karena itu, keterampilan berpikir kritis perlu di tingkatkan salah satunya adalah dengan penerapan model PBL dalam pembelajaran di sekolah.…”

Section: Tinjuan Pustaka (Literatur Review)unclassified

Kajian PBL Terhadap Keterampilan Berfikir Kritis Sebagai Upaya Pencegahan Hoaks Era VUCA

Aini

2021

PAKAR

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Abstrak Dunia di abad 21 menghadapi era VUCA yang merupakan singkatan dari Volatility, Uncertainty, Complexity, dan Ambiguity. Salah satu contoh dari ambiguity dan uncertainty ada dalam bidang teknologi informasi, khususnya media sosial yang banyak dimanfaatkan orang tidak bertanggung jawab untuk menyebarkan berita bohong (hoaks) yang kerap kali diteruskan tanpa mengecek terlebih dahulu kebenaranya. Pelajar sebagai pengguna sosial media juga bisa menjadi korban bahkan pelaku penyebaran hoaks. Salah satu cara untuk menghadapi hoaks adalah dengan berpikir kritis. Berpikir kritis dapat dilatih di sekolah dengan menerapkan model Pembelajaran Berbasis Masalah (PBL). Penelitian ini bertujuan untuk mengkaji penerapan PBL terhadap keterampilan berpikir kritis siswa SMP dan SMA dari sudut pandang mata pelajaran IPA sebagai upaya pencegahan hoaks di era VUCA. Metode yang digunakan yaitu Systematic Literature Review (SLR) untuk mengkaji dan menafsirkan jurnal yang relevan dengan tujuan penelitian dan didapatkan 10 jurnal utama dan beberapa jurnal pendukung. Hasil analisis dan sintesis literatur didapatkan 7 Jurnal penelitian yang menyatakan PBL lebih efektif meningkatkan keterampilan berpikir kritis dengan hasil N-gain kategori sedang (0,3-0,7). Serta 3 jurnal lain menyatakan bahwa terdapat peningkatan keterampilan berpikir kritis dengan model PBL dilihat dari perbedaan rata-rata total skor kelompok PBL dan skor kelompok non PBL. Keterampilan berpikir kritis yang dimiliki siswa membuat mereka mampu menganalisis dan membedakan fakta dan hoaks dari sebuah informasi. Hal ini sangat membantu mereka dalam menghadapi ambiguity dan uncertainty dalam bidang teknologi informasi, khususnya media sosial di era VUCA. Kata Kunci: PBL, Keterampilan Berpikir Kritis, Hoaks, VUCA. Abstract 21st century is facing the VUCA era which stands for Volatility, Uncertainty, Complexity, and Ambiguity. One example of ambiguity and uncertainty exists in the information technology, especially social media, which is widely used by people who are not responsible for sharing hoakses which are often forwarded without checking the truth. Students as social media users can also become victims and even the spreader of hoax. One way to deal with hoakses is to think critically. Critical thinking can improve in schools by applying the Problem Based Learning (PBL) model studying. This study aims to examine the application of PBL to the critical thinking skills of junior and senior high school students from the point of view of science subjects as hoaks prevention in the VUCA era. The method used in this study is Systematic Literature Review (SLR) to review and interpret articles that are relevant to the research objectives. Obtained 10 main journals and several supporting journals that were reviewed. The results of the analysis and synthesis of the literature found that 7 research journals which used PBL was more effective in improving critical thinking skills with moderate N-gain results (0.3-0.7). As well as 3 other journals result that there was an increase in thinking skills with the PBL model with proof from the total score of the PBL group and the score of the non-PBL group. Students critical thinking skills are able to made them analyze and differentiate facts and hoakses from an information.This is very helpful for them in dealing with uncertainty and uncertainty in the field of information technology, especially social media in the VUCA era. Keywords: PBL, Critical Thinking Skills, Hoaks, VUCA

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“…This means that librarians can generally only administer tests to students enrolled in the courses of such faculty, which will often not be representative of the student body as a whole. Similarly, studies that have focused on the RRSA have also been restricted to small convenience samples (Ivanitskaya et al, 2008;Mathson & Lorenzen, 2008). The relative scarcity of studies making use of representative samples is a concern.…”

Section: Limitationsmentioning

confidence: 99%

Institutional Assessment of Student Information Literacy Ability: A Case Study

Chan¹

2016

Comminfolit

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We Won't Be Fooled Again: Teaching Critical Thinking via Evaluation of Hoax and Historical Revisionist Websites in a Library Credit Course

Cited by 15 publications

References 4 publications

HOAX: How perceived authority of information sources affects students’ likeliness to disseminate misinformation

HOAX: How perceived authority of information sources affects students’ likeliness to disseminate misinformation

Kajian PBL Terhadap Keterampilan Berfikir Kritis Sebagai Upaya Pencegahan Hoaks Era VUCA

Institutional Assessment of Student Information Literacy Ability: A Case Study

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