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My brother and I are both within or at least near the cusp of the age groups defined as Millennials, digital natives, net generation, etc. We also come from a family that highly values education.
We both have masters degrees; his is in science education. He teaches 9th grade science at a public school. So his questions made me think hard about what I had learned about how to teach students to evaluate Internet sources.
Personally, I only know about those sites because people use them as examples when teaching how to evaluate websites. There are scores of sites that list examples for teachers to use.
But I would argue that they are not the examples we should be using. They are not what will be on the first page of results on a real life information query. And in all fairness, more likely to have decent information. I was helping a student who had to write a paper on psychedelic mushrooms.
This is a recurring assignment from a Comp I professor who has his students write about various drugs, so I already knew from past experience that our library had relatively little information on this particular topic. The student had a note from her teacher saying she had relied too heavily on one particular source.
It turned out to be an excellent teaching moment, and a much better example of the type of site we should be showing students how to evaluate. It turned out that nearly every quote this student had selected for her paper had originally come from a government publication.
Even better, the Erowid site included a direct link to the original source. I explained that the dates on these reports were a little older and showed her how she could find more recent information from the same government organizations. I very much doubt she followed up on every one, but hopefully she at least learned something about evaluating websites and following citations.
It also gives the librarian a chance to explain how this content is different from what one might find with solely a Google search.
It is also another example of the complexity of Internet sources and another chance to practice critical thinking. The Wikipedia community responded quickly, fixing the error and protecting the page from further attack.
So while it can be edited by anyone and errors do occur, so do corrections, another feature. We do our students a disservice when we dismiss such an amazing and useful resource, when instead we could be using it to teach them about the research process not to mention the power of individuals working together to share knowledge.
Using more realistic examples in our instruction and explaining the positive aspects as well as the negative will help both the students and our image. As my brother said, when he has searched for something online, he mostly receives decent information.
He and our students have every right to be skeptical of the skeptics. In Free CultureElizabeth Daley discusses using various media in education, but her point applies here as well: Nothing you can do matters.
He can dismiss you or he [can] dismiss himself. There are many resources that are perfectly useful throughout the research process that may not be appropriate to cite in the final paper.
I read Wikipedia entries. I also used the more encouraged sources, searching the library catalog and subscription databases, and browsing the shelves. This was an obscure subject and required a lot of digging. By far my most useful source was Vikinganswerlady.
Her resume lists experience in computer science and web design, but no degrees and nothing related to viking studies. Yet, reading through the site she is obviously dedicated, well read, and documents her sources. These two articles in particular provided much of the serious analysis that was missing from the easy to find general information.
They also provided a large number of attempted and partial translations of runic inscriptions that helped inform my summaries of the various types extant. She might not fit the standard authority criteria that were established in the pre-Internet age, but I would argue she is most definitely an authority.
Even if she is not an authority I would cite in a paper, she was an important step along the way of my research process.
But the opposite is also true. It is just as easy for dedicated hobbyists, gifted amateurs, independent scholars and the like to put up incredibly useful information. Not to mention marginal voices that are often excluded from more traditional modes of public discourse.Welcome to the American Perspectives Volume I eText Website for Houston Community College.
Follow the instructions below to redeem the access code found in the Pearson Learning Solutions Student Access Kit that was packaged with your book. Thank you, thank you for your clear explanation of the tragedy that has befallen our educational system.
I am a retired high school English teacher () who left with 30 years experience partly because the administration made it clear that it did not respect or value the expertise of experienced teachers.
Critical reading is the process of reading that goes beyond just understanding a text. Critical reading involves: carefully considering and evaluating the reading; identifying the reading's strengths and implications; identifying the reading's weaknesses and flaws; looking at the 'big picture' and deciding how the reading fits into the greater academic .
The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills. Critical thinking means accurate thinking in the search of appropriate and .
The Palgrave handbook of critical thinking in higher education is an excellent book for someone like me, but I don’t think it has a place on a thesis writer’s shelf, unless you happen to be writing a thesis about critical thinking of course!
It’s the kind of book aimed at libraries and I hope many buy it.
Apr 13, · of Critical Thinking Skills Critical thinking is a rich concept that has been developing throughout the past years. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing and evaluating information gathered from observation as a . Critical thinking is thinking about things in certain ways so as to arrive at the best possible solution in the circumstances that the thinker is aware of. In more everyday language, it is a way of thinking about whatever is presently occupying your mind so that you come to the best possible conclusion. Critical thinking allows individuals the ability to think clearly and rationally and these skills are important for whatever one chooses to do in life. If one decides work in medicine, marketing, education or the legal profession, then critical thinking is clearly significant.
The Center conducts advanced research and disseminates information on critical thinking. Each year it sponsors an annual International Conference on Critical Thinking and Educational Reform.