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Description
Flashcards by Lisza Neumeier, updated more than 1 year ago
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Created by Lisza Neumeier
almost 7 years ago
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| Question | Answer |
| The internet: what defines quality and what measures for quality control are there? |
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| CRAAP |
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| Some more evaluation criteria* | • Who is the author and can he or she be contacted? Read “About Us” or “Contact Us”. • Is the author an expert, authority or known institution? [...] • How is the design of the website? When was it published and when was it updated? How up-to-date are the links? How is the writing style? Is there advertising? • What is the goal of the website? How detailed is the information? Is there a glossary? • Examine links to and from the website. Searchoperator link:URL finds pages that link to a certain page, e. g. link:www.saferinternet.at[...]. • Look up references. |
| The source check |
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| Teaching Materials from Saferinternet.at "The source check" | Unterrichtsmaterial. Wahr oder falsch im Internet? Informationskompetenz in der digitalen Welt. Unterrichtsmaterialien. p.17 https://www.saferinternet.at/fileadmin/files/Materialien_2014/ Wahr_oder_falsch_im_Internet.pdf May 21st 2017. • "information and coordination centre for safer internet use and media competence in Austria" • "safer use of digital media" • "special focus on children, youth, parents and educators" • "free school resources and booklets, workshops and helpline services" |
| MIL Competency 4: Promoting MIL Among Students and Managing Required Changes. (p 32) | "The MIL teacher will be able critically evaluate information and its sources and to incorporate selected information for problem-solving and analysis of ideas". Outcomes include teacher's ability to "[d]emonstrate ability to examine and compare information from various sources in order to evaluate its reliablity, validity, accuracy, authority, timeliness, and bias" or to [r]ecognize prejudice, deception, or manipulation". |
| MIL Competency 6: Situating the Sociocultural Context of Media Content. (p 33) | "The MIL teacher will be able to demonstrate knowledge and understanding that media content is produced within social and cultural contexts." Outcomes include teacher's ability to "[d]emonstrate ability to critically evaluate local media content and the messages received or created by them for democratic citizenship and cultural diversity" and to "[u]nderstand how editing shapes meaning in visual media and their messages (e.g.omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, etc.)". |
| MIL Competency 7 Evaluating Information & Information Sources. (p. 34) | "The MIL teacher will be able to use knowledge and skills acquired through his/her MIL training to promote media and information literacy among students and manage related changes in the school environment". Outcomes include teacher's ability to "[u]nderstand and use a variety of instructional activities to foster students' skills in media and information literacy" or to "[d]emonstrate ability to help students evaluate critically information and its sources while incorporating relevant information into their knowledge base". |
| Knowing about children's and teenagers' information behaviour |
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| Rumours online |
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| Further findings | • Study shows young people have difficulties with evaluating internet information: 86% at least sometimes unsure whether information correct or not; 38% often or very often unsure; 61% see information evaluation as a great challenge • Images and especially aesthetic images seen as trustworthy (if aesthetic more trustworthy than if not) Study = representative online survey of 400 teenagers (14-18 years old); 6 in-depth interviews |
| Access academic information – freely available or not? |
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| Open Access |
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| 3 layers of cc licenses |
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| CC elements explained |
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| CC Licences and CC0 |
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| Finding OA scholarly material |
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| OA = increase in potential readers? | See what Richard Smith has to say in an interview: http://authorservices.taylorandfrancis.com/a-step-on-the-way- progressing-scholarly-interest-in-the-history-of-language-learning/ |
| Attribution-ShareAlike CC BY-SA | This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. |
| Attribution-NoDerivs CC BY-ND | This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you. |
| Creative Commons licenses: Attribution CC BY | Attribution CC BY "This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials" (Creative Commons. "About the licenses. What our licenses do" |
| Attribution-NonCommercial CC BY-NC | This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms. |
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