How do we encourage students to move beyond opinions formed by headlines in order to think critically about information? A recent study conducted by the Stanford History Education Group verified what we have been experiencing in our classrooms: students, of varying ages and backgrounds, are ill-equipped to critically evaluate the credibility of information available to them. The researchers’ findings demonstrate that most college students cannot distinguish between mainstream and fringe sources and do not recognize potential bias in information.
This FLC, which met during AY 2018-19, investigated ways to introduce students to a reflective discovery and critique of information, an understanding of how information is produced and valued in our various disciplines, and use of information in creating new knowledge. As a deliverable, participants developed or revised units, lessons, assignments, activities, or assessments to support students’ abilities to critically evaluate information.
Kristen Anchor (Media & Communication Studies)
Elisabeth Arevalo-Guerrero (Modern Languages, Linguistics, & Intercultural Communication)
Joanna Gadsby, Facilitator (Library)
Tomoko Hoogenboom (Modern Languages, Linguistics, & Intercultural Communication)
Elaine MacDougall (English & Learning Resources Center)
Michelle Starz-Gaiano (Biological Sciences)
Marie van Staveren (Chemistry & Biochemistry)
Katy Sullivan, Facilitator (Library)
Samples of Work: