quadgram

This is a table of type quadgram and their frequencies. Use it to search & browse the list to learn more about your study carrel.

quadgram	frequency
large size photo page	6147
the public domain in	255
public domain in days	252
page images at hathitrust	218
joins the public domain	182
project information literacy research	154
information literacy research institute	154
identifiers wikipedia articles with	140
archived from the original	126
april march february january	125
august july june may	120
june may april march	120
college and research libraries	119
association of college and	119
october september august july	119
of college and research	119
july june may april	119
from the original on	119
march february january december	116
january december november october	116
december november october september	114
as part of the	113
september august july june	113
at the same time	113
november october september august	110
may april march february	110
at the university of	110
the new york times	107
february january december november	105
hashtag click publicdomaindaycountdown a	100
src hashtag click publicdomaindaycountdown	100
in the united states	96
truth is in the	93
is in the network	93
a p p strong	92
literacy competency standards for	92
competency standards for higher	92
standards for higher education	92
edu loexquarterly vol iss	91
of a great city	90
click publicdomaindaycountdown a p	89
the end of the	89
publicdomaindaycountdown a p p	89
color of a great	89
by august derleth permissions	88
students to bring their	87
in the age of	85
at the end of	84
the rest of the	84
the color of a	84
to be able to	83
skip to main content	82
accent unhidewhenused false name	82
opens in new window	76
it joins the public	76
the us public domain	73
a creative commons attribution	72
in the public domain	72
under a creative commons	72
is one of the	71
on the other hand	70
with the lead pipe	69
the age of algorithms	68
literacy for student fact	67
butter and egg man	67
is licensed under a	66
library with the lead	66
web literacy for student	66
the library with the	66
in the library with	66
general education civics course	66
literacy in the age	65
a general education civics	65
org acrl standards ilframework	63
libraries and the academy	63
in a general education	63
through lateral reading instruction	63
checking strategies through lateral	63
information literacy competency standards	63
click to share on	63
the butter and egg	63
strategies through lateral reading	63
cabrera kellee warren nicole	62
about awards good words	62
ryan randall emeritus announcements	62
authors archives conduct submission	62
conduct submission guidelines lead	62
home about awards good	62
process style guide search	62
tech can and can	62
board denisse solis ian	62
emeritus announcements authors archives	62
approach to teaching undergraduates	62
pipe publication process style	62
nicole cooke ryan randall	62
lateral reading instruction in	62
contextual approach to teaching	62
reading instruction in a	62
what tech can and	62
ikumi crocoll jaena rae	62
the a href https	62
literacy for higher education	62
solis ian beilin ikumi	62
beilin ikumi crocoll jaena	62
editorial board denisse solis	62
to teaching undergraduates web	62
for information literacy for	62
jaena rae cabrera kellee	62
contact editorial board denisse	62
randall emeritus announcements authors	62
words contact editorial board	62
crocoll jaena rae cabrera	62
lead pipe publication process	62
archives conduct submission guidelines	62
cooke ryan randall emeritus	62
announcements authors archives conduct	62
a contextual approach to	62
rae cabrera kellee warren	62
awards good words contact	62
instruction in a general	62
guidelines lead pipe publication	62
ian beilin ikumi crocoll	62
good words contact editorial	62
publication process style guide	62
submission guidelines lead pipe	62
kellee warren nicole cooke	62
warren nicole cooke ryan	62
information literacy for higher	62
denisse solis ian beilin	62
online threats to female	61
neverending online threats to	61
threats to female journalists	61
the neverending online threats	61
dismantling the evaluation framework	61
short history of craap	61
the library of congress	61
to create a more	61
students engage with news	61
five takeaways for educators	61
email interview by barbara	60
interview by barbara fister	60
challenges in digital culture	60
engagements of trust and	60
conflicting engagements of trust	60
terms of use and	60
literacy challenges in digital	60
of trust and doubt	60
information literacy standards framework	59
college students learn to	59
outlets nearly triples in	59
literacy standards framework debate	59
a network of mysterious	59
news outlets nearly triples	59
local news outlets nearly	59
nearly triples in size	59
kennedy school misinformation review	59
an anthology of readings	59
banking model of education	59
harvard kennedy school misinformation	59
evaluate internet sources in	59
internet sources in an	59
learn to critically evaluate	59
to critically evaluate internet	59
sources in an online	59
the harvard kennedy school	59
in an online course	59
ryerson review of journalism	59
students learn to critically	59
critical issues in education	59
critically evaluate internet sources	59
students are already using	58
of the foot blockchain	58
attack of the foot	58
can be used to	58
information they can trust	58
essential for academic success	58
nuanced understanding of the	58
colleges and universities in	58
this change in perspective	58
information as having agency	58
as well as the	58
of information literacy instruction	58
predicting what we want	58
are already using to	58
you agree to the	57
in the case of	57
agree to the terms	57
join the public domain	56
as part of a	56
what links here related	55
permanent link page information	55
to navigation jump to	55
this page was last	55
navigation jump to search	55
links here related changes	55
work is licensed under	55
navigation menu personal tools	55
under the creative commons	55
tools what links here	55
jump to navigation jump	55
was last edited on	55
page was last edited	55
to the terms of	54
link page information cite	54
history more search navigation	54
page information cite this	54
more search navigation main	54
the terms of use	54
is available under the	54
information cite this page	54
p p strong strong	54
search navigation main page	54
view history more search	54
the creative commons attribution	53
at the top of	53
if you want to	53
available under the creative	53
of the wikimedia foundation	53
in the context of	52
america is worth saving	52
additional terms may apply	52
view developers statistics cookie	52
special pages permanent link	52
logged in talk contributions	52
text is available under	52
pages permanent link page	52
download as pdf printable	52
use and privacy policy	52
create account log in	52
take a look at	52
talk contributions create account	52
mobile view developers statistics	52
of use and privacy	52
not logged in talk	52
contributions create account log	52
by using this site	52
is a registered trademark	52
a registered trademark of	52
developers statistics cookie statement	52
export download as pdf	52
print export download as	52
as pdf printable version	52
in talk contributions create	52
account log in namespaces	52
log in namespaces article	51
related changes upload file	51
wikipedia contact us donate	51
about wikipedia disclaimers contact	51
donate contribute help learn	51
this work is licensed	51
contact wikipedia mobile view	51
contribute help learn to	51
in namespaces article talk	51
file special pages permanent	51
privacy policy about wikipedia	51
wikidata item print export	51
portal recent changes upload	51
recent changes upload file	51
article talk variants views	51
changes upload file tools	51
changes upload file special	51
personal tools not logged	51
wikipedia mobile view developers	51
main page contents current	51
a gallery of women	51
edit community portal recent	51
cite this page wikidata	51
disclaimers contact wikipedia mobile	51
file tools what links	51
links this page was	51
learn to edit community	51
upload file special pages	51
trademark of the wikimedia	51
upload file tools what	51
in this repository all	51
contents current events random	51
here related changes upload	51
events random article about	51
navigation main page contents	51
contact us donate contribute	51
page wikidata item print	51
article about wikipedia contact	51
item print export download	51
current events random article	51
talk variants views read	51
registered trademark of the	51
the news study report	51
random article about wikipedia	51
to edit community portal	51
menu personal tools not	51
this repository all github	51
help learn to edit	51
a lot of people	51
community portal recent changes	51
about wikipedia contact us	51
tools not logged in	51
us donate contribute help	51
wikipedia disclaimers contact wikipedia	51
namespaces article talk variants	51
page contents current events	51
policy about wikipedia disclaimers	51
this page wikidata item	51
in response to the	50
news study report october	50
leave a reply cancel	49
society of american archivists	49
encyclopedia jump to navigation	49
the free encyclopedia jump	49
by robert bloch permissions	49
free encyclopedia jump to	49
the size of the	49
unhidewhenused false name medium	49
a reply cancel reply	49
views read edit view	48
read edit view history	48
edit view history more	48
variants views read edit	48
of the united states	48
one of the most	47
p span style font	46
more than half of	46
edit links this page	45
is based on a	45
a b c d	45
f b d e	45
a span style font	44
the society of american	43
n a n a	43
the digital library federation	43
than half of the	43
it turns out that	43
span a span style	43
can be used in	42
the course of the	42
a wide range of	41
the context of the	41
appeared first on dlf	41
use of lateral reading	41
to keep up with	40
span a href https	40
you are commenting using	40
are commenting using your	40
a a href https	40
for the first time	39
you are interested in	39
levels of digital preservation	39
submitting your own job	38
and information on submitting	38
library of the middle	38
of the middle east	38
and this is a	38
digital library of the	38
on submitting your own	38
news on social media	38
site for additional job	38
your own job posting	38
information on submitting your	38
jobs site for additional	38
special collections and archives	38
the doomsday economics of	37
whether or not to	37
keep up with the	37
may be used to	37
keeper of the bees	37
post home subscribe to	37
will be able to	37
do not have a	37
older post home subscribe	37
are going to be	37
mellon fellowships for dissertation	36
a short history of	36
in a href https	36
post older post home	36
is a place to	36
joins the us public	36
doing in digital preservation	36
short description short description	36
none none none none	36
in a world where	36
this is a place	36
td tr tr td	36
read more the post	36
articles with short description	36
at risk mellon fellowships	36
risk mellon fellowships for	36
a transatlantic digital scholarship	36
newer post older post	36
an example of how	36
fellowships for dissertation research	36
to discuss the work	36
place to discuss the	36
a place to discuss	36
with short description short	36
recordings at risk mellon	36
the top of a	36
transatlantic digital scholarship skills	35
topic or unsuitable comments	35
of their respective authors	35
comments will be deleted	35
a comment newer post	35
their respective authors who	35
lockss system has permission	35
are copyright of their	35
in anwr recent comments	35
rules posts and comments	35
full comments blog archive	35
system has permission to	35
comments full comments blog	35
post a comment newer	35
their work under a	35
an easy to use	35
copyright of their respective	35
by posting or commenting	35
it is time to	35
moves and a habit	35
work under a creative	35
if you wanted to	35
recent comments full comments	35
dshr dshr in anwr	35
and comments are copyright	35
pro sata product manual	35
code issues pull requests	35
as a starting point	35
anwr recent comments full	35
posts and comments are	35
license their work under	35
licensed under a creative	35
or unsuitable comments will	35
comments are copyright of	35
jobs in information technology	35
the keeper of the	35
dshr in anwr recent	35
unsuitable comments will be	35
seagate barracuda pro sata	35
serve this archival unit	35
we are grateful to	35
comment newer post older	35
digital scholarship skills exchange	35
has permission to collect	35
information literacy in the	35
barracuda pro sata product	35
and serve this archival	35
blog rules posts and	35
another tab or window	34
to learn more about	34
lita jobs site for	34
beyond the doomsday economics	34
the lita jobs site	34
to refresh your session	34
reload to refresh your	34
the high cost of	34
visit the lita jobs	34
a starting point for	34
as part of an	33
today i found the	33
a different kind of	33
for this kind of	33
fedora migration paths and	33
the levels of digital	33
they are aware of	33
can be applied to	33
ever be able to	33
they are required to	33
teach students how to	33
i found the following	33
the following resources and	33
resources and bookmarked them	33
the way the world	33
framework for information literacy	33
the user and the	33
and bookmarked them on	33
was meant to be	33
on this day in	33
bookmarked them on delicious	33
following resources and bookmarked	33
migration paths and tools	33
to focus on the	33
the price of bitcoin	33
found the following resources	33
what we are actually	32
in order to keep	32
list of elements alphabetical	32
we will need to	32
p p span style	32
a few years ago	32
how students engage with	32
to find what they	32
that make up the	32
should be aware of	32
the majority of the	32
are aware of the	32
during the course of	32
paths and tools project	32
this paper presents a	32
digitizing hidden special collections	32
exchange for research libraries	32
the lateral reading strategies	32
scholarship skills exchange for	32
us public domain in	32
issues pull requests actions	32
skills exchange for research	32
are required to make	32
to teach students how	32
we do not have	32
the credibility of information	32
a new approach to	32
one of the greatest	32
the information will be	32
for fun and profit	32
that have been used	32
tinkering toward networked learning	32
by sherwood anderson permissions	32
have a set of	31
instead of focusing on	31
i think of it	31
journal archives submissions conduct	31
variations of two models	31
dramatic changes to the	31
from the university of	31
building a transatlantic digital	31
a large number of	31
on variations of two	31
org ala mgrps divs	31
the context in which	31
relied on variations of	31
as much as you	31
information will be used	31
the vast majority of	31
context in which the	31
earlier version of this	31
students how to evaluate	31
to main content open	31
closely tied to the	31
present new challenges amid	31
haider and olof sundin	31
in front of us	31
a national research institute	31
about this journal archives	31
under a cc attribution	31
the position of the	31
changes to the information	31
the craap test and	31
content open menu home	31
evaluate printed and web	31
a a href http	31
sharing news gives them	31
how to evaluate printed	31
kind of map of	31
menu home about awards	31
instruction librarians have relied	31
many of them are	31
p p strong october	31
librarians have relied on	31
how easy it is	31
main content open menu	31
search home about awards	31
a single point of	31
licensed under a cc	31
their own experiences and	31
a picture of the	31
dreiser looks at russia	31
the content of the	31
craap test and sift	31
hidden special collections and	31
guide search home about	31
to evaluate printed and	31
used in conjunction with	31
to the information ecosystem	31
for the next time	31
this journal archives submissions	31
open menu home about	31
style guide search home	31
a world where information	31
ala mgrps divs acrl	31
have relied on variations	31
easy it is to	31
for dissertation research leading	30
friends and followers know	30
pdf printable version languages	30
in the act of	30
the mit teaching systems	30
in our understanding of	30
to the spread of	30
researchers have identified the	30
information in front of	30
for sharing news on	30
systems that make up	30
and fundamental belief systems	30
her librarian colleagues at	30
clir programs digital library	30
teaching students how to	30
to see if their	30
social media was to	30
described in his oer	30
at the start of	30
larger causes in the	30
not a magic bullet	30
for the past decade	30
and her librarian colleagues	30
may be able to	30
what they need in	30
way the world ends	30
the lead pipe skip	30
at project information literacy	30
through the rest of	30
said their reason for	30
while they may not	30
was to let friends	30
reliability heuristic designed by	30
the news that comes	30
sharing news on social	30
what they know about	30
each other when they	30
middle east digitizing hidden	30
how we teach evaluation	30
answers to important questions	30
institute postdoctoral fellowship program	30
list accent unhidewhenused false	30
if you are interested	30
in brief for almost	30
collections and archives recordings	30
news gives them a	30
the information literacy competency	30
is the way the	30
are more closely aligned	30
from earlier version of	30
a manifestation of the	30
east digitizing hidden special	30
designed by sarah blakeslee	30
voice about a larger	30
pull requests actions projects	30
causes in the world	30
and how they can	30
assessing the credibility of	30
the benefits of using	30
dissertation research leading change	30
as it relies on	30
more concerned about the	30
at chico state university	30
caulfield developed sift from	30
followers know about something	30
mgrps divs acrl standards	30
sift from earlier version	30
research leading change institute	30
if this approach is	30
the information in front	30
developed sift from earlier	30
to let friends and	30
a voice about a	30
need to help students	30
and useful to the	30
librarian colleagues at chico	30
in response to an	30
heuristic designed by sarah	30
colleagues at chico state	30
change institute postdoctoral fellowship	30
and keep them in	30
information is not only	30
and archives recordings at	30
brief for almost years	30
grid accent unhidewhenused false	30
in his oer book	30
to the issue of	30
link to post language	30
mit teaching systems lab	30
a reliability heuristic designed	30
the spread of misinformation	30
blakeslee and her librarian	30
to develop skills for	30
reason for sharing news	30
them a voice about	30
something they should be	30
needed as part of	30
the rest of their	30
lead pipe skip to	30
is much harder to	30
pipe skip to main	30
is a reliability heuristic	30
programs digital library federation	30
about something they should	30
and expertise that is	30
media was to let	30
know about something they	30
to know if this	30
gives them a voice	30
jutta haider and olof	30
for the algorithm study	30
judge the quality of	30
these standards were rescinded	30
let friends and followers	30
about larger causes in	30
sarah blakeslee and her	30
the flow of information	30
by sarah blakeslee and	30
students in america today	30
in for the algorithm	30
people in the libraries	30
be used in conjunction	30
with information in the	30
of information they encounter	30
director of the mit	30
the middle east digitizing	30
voice about larger causes	30
on social media was	30
world where information is	30
a higher level of	30
library babel fish column	30
a look at the	30
we think it is	30
more closely aligned with	30
notify me of new	30
in the first place	30
and followers know about	30
the credibility of sources	30
at work in their	30
in the last decade	30
leading change institute postdoctoral	30
when assessing the credibility	30
of the mit teaching	30
opportunities for students to	30
as an important step	30
they should be aware	30
head in brief for	30
college students in america	30
as stewards of what	30
one at a time	30
and a willingness to	30
their reason for sharing	30
a voice about larger	30
in their own right	30
standards were rescinded in	30
for a long time	30
archives recordings at risk	30
version of this heuristic	30
they need in a	30
and expertise to the	30
find what they need	30
about the credibility of	30
is important to know	30
source while evaluating information	29
information practices for the	29
out these extremes and	29
to reflect this perspective	29
university students come into	29
an unsuccessful session looks	29
make with corporations like	29
information in which contexts	29
to ferret out the	29
areas the students are	29
given widespread disinformation in	29
happens if we shift	29
are meant to help	29
factors in their decision	29
a pedagogy that cultivates	29
several academic librarians developed	29
from reactive to proactive	29
means acknowledging that students	29
unfamiliar and overwhelming at	29
two models for teaching	29
walks students through the	29
approach also requires us	29
can do to balance	29
and the strong desire	29
user and the information	29
we have proposed in	29
to understand why they	29
their mental rolodexes of	29
in your news stream	29
them as part of	29
major improvements over craap	29
approach looks like in	29
important step for moving	29
their own matrix of	29
considers found information objects	29
leave this field empty	29
know that information is	29
considers the source while	29
see algorithmic personalization at	29
subverting the flow of	29
kind of information literacy	29
push a lot of	29
the source while evaluating	29
search and verify more	29
the larger realm of	29
next question for instructors	29
algorithmic tracking and bias	29
this typology acknowledges that	29
wanted to pass it	29
to remain relevant and	29
an approach that instruction	29
have alluded to open	29
to a pedagogy that	29
become more conscious actors	29
the class what they	29
framework for helping students	29
the craap method was	29
gaining understanding of their	29
previous experiences around information	29
for reliable information they	29
of the gaps between	29
and they may know	29
what they already know	29
needed for making sound	29
benefits of using this	29
was designed for a	29
and binary responses are	29
fully escape mass personalization	29
interviewed undergraduates at eight	29
incisive suggestions for improving	29
relationships to other sources	29
defenses against the networked	29
and articles in others	29
literacy as a starting	29
of the article and	29
used and adapted for	29
its claims within the	29
to apply their defensive	29
a proactive approach also	29
written by an expert	29
as both assume a	29
for librarians using a	29
are identified for evaluating	29
how this could work	29
student in the act	29
who is acting upon	29
bring their prior networked	29
they already know about	29
in a proactive approach	29
a new piece of	29
who finds and then	29
our profession forward in	29
widely known are the	29
be asking students to	29
shift from guiding or	29
in their everyday information	29
the unknown to create	29
type of instruction is	29
us to move from	29
up the information infrastructure	29
is actually not as	29
dynamic underlies many of	29
to everyday interactions with	29
content and develop their	29
but worth it in	29
social aspect of information	29
evaluation heuristics have limited	29
poor decisions about the	29
a proactive approach like	29
that educators must fill	29
in their prior knowledge	29
know if this is	29
teach evaluation is not	29
comes into their social	29
checking students are already	29
i understand where this	29
be able to fully	29
this will allow students	29
algorithms lie beneath the	29
meant to reduce cognitive	29
through placing a particular	29
students to accumulate knowledge	29
ended and networked questions	29
in their daily lives	29
to know a new	29
magic bullet for fixing	29
reactive evaluation considers found	29
proactive approach empowers students	29
a successful session will	29
them into the classroom	29
and what might be	29
they see the information	29
a proactive approach may	29
as an open dialogue	29
that streams at them	29
part of a system	29
have identified the benefits	29
to the craap test	29
high cost of professional	29
suggest or validate resources	29
software on their platforms	29
various sources in order	29
approach also allows students	29
the quality of information	29
to base evaluation on	29
articulate their interactions with	29
need to trust that	29
in perspective about how	29
many students are already	29
ended questions as part	29
understanding which sources are	29
one critic has summed	29
a proactive approach encourages	29
to other sources and	29
new challenges amid a	29
and verify more strategically	29
improvements over craap in	29
literacy instruction means acknowledging	29
criticism has mounted about	29
they could have a	29
success and in their	29
applied to increasingly connected	29
their tacit processes more	29
information objects in isolation	29
finite and simple source	29
that intervene during the	29
introduce the idea of	29
students may be able	29
of the greatest challenges	29
acting upon information objects	29
to the teaching of	29
to bring their deep	29
scholarly conversations take place	29
the networked efforts of	29
allows us to re	29
already perceive information as	29
practices for safeguarding their	29
of the solitary scholar	29
this information showed up	29
a catchy acronym for	29
scale trend of predicting	29
but these bore little	29
evaluates from scratch every	29
have shown repeatedly that	29
evaluation are not sufficient	29
to evaluate the next	29
results with the agency	29
hold true for students	29
taught students for evaluating	29
these existing evaluation heuristics	29
from the reviewers assigned	29
while insidious algorithms track	29
of predicting what we	29
may not ever be	29
information in isolation when	29
a time provide slim	29
their own information networks	29
what do i think	29
looks like your worst	29
skill they can take	29
asking how a student	29
considered answers to important	29
article has greatly benefited	29
for moving our profession	29
for a different kind	29
about this shift in	29
able to reclaim some	29
on a reactive approach	29
about deciding if they	29
in thinking allows us	29
may allow them to	29
are not sufficient to	29
our paradigm from assuming	29
much as you impart	29
changed substantively in both	29
with their prior knowledge	29
platforms collecting clicks and	29
evaluate contributions made by	29
can actually increase it	29
constantly trying to find	29
when they evaluate content	29
is acting upon whom	29
evasive strategies to circumvent	29
conversations take place in	29
students approach information skeptically	29
who brings expertise about	29
to evaluation are not	29
fun and profit has	29
a proactive approach empowers	29
half of the almost	29
and point of view	29
literacy instruction that assumes	29
questions as part of	29
to circumvent algorithmic tracking	29
the web and search	29
which kinds of information	29
which contexts is foundational	29
the safe and not	29
they bring with them	29
the student in the	29
trust of sources in	29
starting point for thinking	29
which the information will	29
for to know if	29
unknown to create a	29
tend to focus on	29
agency from the platforms	29
is fundamentally a social	29
resemblance to everyday interactions	29
students evaluative strategies essential	29
prior knowledge on the	29
teaching students to see	29
and evolving information landscape	29
fairly narrow range of	29
evaluation is fundamentally a	29
it moves away from	29
change in perspective will	29
it will lead to	29
applicability to a wider	29
where information is in	29
and shape content that	29
areas of information literacy	29
gradually develops overlays of	29
useful to invert this	29
grounded in our understanding	29
to dig below the	29
sift at least considers	29
has greatly benefited from	29
contexts is foundational knowledge	29
that rely on finite	29
evaluate content for academic	29
agency in a dynamic	29
lifelong learners in search	29
can use for re	29
themselves as part of	29
to suggest or validate	29
but what if this	29
and share but also	29
students can adapt the	29
is why it is	29
answers that we are	29
at you and not	29
all too common practice	29
efforts to affect and	29
professional development for academic	29
the systems they inhabit	29
session will feel like	29
approach from instruction librarians	29
our approaches and techniques	29
behaviors affect not only	29
and the information have	29
in and selling access	29
this information came from	29
they can use those	29
the criteria for assessing	29
on the individual it	29
a power structure and	29
our understanding of information	29
their own information landscape	29
news and information is	29
institute studying college students	29
intellectual conversation where you	29
was still making the	29
also used by researchers	29
on cues that go	29
take with them through	29
top of a search	29
relationship and consider the	29
lie beneath the surface	29
agent that is acting	29
people as part of	29
we have alluded to	29
bring their own experiences	29
students for evaluating items	29
a guide or a	29
not only to evaluate	29
regain some of their	29
teaching of source evaluation	29
can shift our approaches	29
a complex and nuanced	29
for which kinds of	29
willingness to dig below	29
acknowledging that students approach	29
of information they can	29
of organizations that flood	29
within a social context	29
for making sound choices	29
they learn where to	29
and other interest groups	29
like an intellectual conversation	29
our assessment questions to	29
of how this could	29
using to become more	29
for teaching students to	29
those connections to evaluate	29
background knowledge they need	29
tracking software on their	29
fundamentally alters the position	29
scholarship and imply evaluation	29
information they should receive	29
and decide what to	29
techniques to reflect this	29
how this does or	29
must continue to inform	29
leverage the social aspect	29
beneath the surface of	29
lead to what areas	29
actually not as unfamiliar	29
complex as librarians continue	29
the operations of other	29
novice tools and surface	29
college students evaluative strategies	29
profession forward in teaching	29
continue to inform ourselves	29
fit with their prior	29
in school or not	29
change in thinking allows	29
to evaluate content and	29
the same cultural and	29
students in this classroom	29
offers major improvements over	29
sources and to the	29
affect not only what	29
sift encourages students to	29
what we have long	29
trust it for this	29
study has confirmed what	29
web evaluation became a	29
making incisive suggestions for	29
is now in use	29
the background knowledge they	29
the current and evolving	29
to tackle is what	29
agents in the information	29
create more problems than	29
approaches and techniques to	29
seeing what they do	29
same cultural and political	29
rests solely with the	29
disinformation in this post	29
many of the gaps	29
craap method was first	29
students to apply their	29
and to the user	29
assume a power structure	29
rife with deception and	29
their daily lives is	29
proactive approach like this	29
trust in the students	29
developing this kind of	29
apply their defensive strategies	29
to inform ourselves and	29
results that show up	29
course of the discussion	29
based on students encountering	29
can draw on their	29
returning to the earlier	29
reliance on other people	29
with project information literacy	29
individual information objects and	29
ferret out the reliability	29
also includes the context	29
contributions made by others	29
had to apply constraints	29
tied to the issue	29
known are the craap	29
a deep and wide	29
its relationships to other	29
claims and often had	29
to understand the trustworthiness	29
upon information objects they	29
information landscape well enough	29
alters the position of	29
up with the volatile	29
still based on students	29
instruction that assumes agency	29
a particular work and	29
more problems than they	29
true for students in	29
student at a liberal	29
out of the students	29
of these sources is	29
information as the agent	29
we advocate balances out	29
cultivates a complex and	29
in this paper is	29
build on this premise	29
for higher education developed	29
students to base evaluation	29
they also look to	29
evaluate content and develop	29
misinformation and disinformation in	29
and in their daily	29
how to evaluate news	29
directed by an instruction	29
sift offers major improvements	29
a liberal arts college	29
the transition from web	29
the information landscapes in	29
the user considers the	29
paper is an alternative	29
information source is the	29
when they encounter a	29
development for academic librarians	29
that information is constantly	29
defensive strategies to classroom	29
in which the information	29
if they would reshare	29
base evaluation on cues	29
the sift model in	29
clearly more difficult to	29
information in the subject	29
you look for to	29
than ever in a	29
their personal data from	29
world was still making	29
lots of empty space	29
dialogue and what areas	29
need in a given	29
to bring their own	29
to the earlier example	29
the issue of trust	29
will dramatically reframe our	29
with them through the	29
history of two models	29
taught in academic settings	29
students can learn to	29
bore little resemblance to	29
processes more explicit will	29
as lifelong learners in	29
understanding how information infrastructures	29
of the information needed	29
approach to the teaching	29
success but urgently needed	29
discuss how a proactive	29
may illuminate the impact	29
for both academic work	29
deep expertise into the	29
and strategies are identified	29
how they evaluate non	29
as part of evaluation	29
an information ecosystem rife	29
how to best teach	29
students to see information	29
landscape well enough to	29
the results that show	29
shift our assessment questions	29
point of view or	29
proactive evaluation as an	29
the conversation with students	29
on network context and	29
ricochets around the systems	29
questions to an open	29
identified for evaluating the	29
in perspective will dramatically	29
students to make their	29
spontaneous reflections can leverage	29
act of evaluation and	29
reading strategies it incorporates	29
own matrix of trusted	29
contributing editor of the	29
information that streams at	29
to this information in	29
monolithic players like google	29
has become all too	29
landscapes in which they	29
explicit will also help	29
part of the information	29
see information as the	29
the reviewers assigned by	29
designed for a fairly	29
adapted for nearly two	29
a larger political or	29
that comes into their	29
cultural and political endpoint	29
in fact understand the	29
systems that intervene during	29
comparisons between reactive and	29
the volatile information ecosystem	29
students who see algorithmic	29
recognize and regain some	29
reframe our instruction in	29
students recognize and regain	29
for instructors to tackle	29
have agency in a	29
fact understand the continuously	29
the same drive hold	29
for a fairly narrow	29
the broader social impact	29
in the subject areas	29
presents comparisons between reactive	29
allow students to bring	29
lives and apply with	29
the interconnectedness of information	29
the teaching of source	29
likely places to find	29
from friends and family	29
what areas of information	29
these bore little resemblance	29
between reactive and proactive	29
in a role reversal	29
the current acrl framework	29
tackle is what this	29
of misinformation where algorithms	29
go beyond evaluating individual	29
lateral reading strategies it	29
the likely places to	29
fixing our flawed instruction	29
and consider the information	29
into their social media	29
to help people recontextualize	29
use to decide if	29
they can trust and	29
account that initially shared	29
proactive approach may feel	29
for making incisive suggestions	29
than looking at a	29
experience at community colleges	29
misinformation abounds and algorithms	29
the ability to ferret	29
instruction in important ways	29
to engage with open	29
much better suited to	29
this is valid or	29
students and lifelong learners	29
they create more problems	29
substantively in both teaching	29
of simple solutions to	29
with the kind of	29
information literacy and assessment	29
the socialness of the	29
college and university students	29
to using vpns and	29
as they navigate the	29
meant to be consumed	29
required to make with	29
as it may seem	29
come into our classrooms	29
at least considers information	29
and how they evaluate	29
for safeguarding their privacy	29
part of the proactive	29
using to detect bias	29
shift the understanding of	29
the information they see	29
they feel confident may	29
you and not engaging	29
to reduce cognitive overload	29
our instruction in important	29
popular and library platforms	29
presents a new evaluative	29
to fully escape mass	29
approach may feel unfamiliar	29
we should shift our	29
the article has greatly	29
we must continue to	29
with the volatile information	29
difficult in the one	29
about the broader social	29
when directed by an	29
tactics would you use	29
with corporations like amazon	29
for participation in communities	29
based on intrinsic qualities	29
to lecturing on database	29
would be asking the	29
national research institute studying	29
beyond evaluating individual information	29
and for this purpose	29
change in perspective about	29
their interactions with information	29
responses are easy to	29
do in fact understand	29
to transfer skills more	29
objects with novice tools	29
expert with existing knowledge	29
that deliver the information	29
who see algorithmic personalization	29
the kind of information	29
this proactive model can	29
already know about the	29
perspective may initially seem	29
found information objects in	29
flood of misinformation where	29
evaluation questions to open	29
trend of predicting what	29
it is much harder	29
in a given situation	29
like craap are meant	29
themselves judge the quality	29
thinking allows us to	29
of information literacy and	29
of when and how	29
days of teaching students	29
as having agency allows	29
we can shift our	29
see if their students	29
reflections can leverage the	29
is more accurately described	29
sound choices during tumultuous	29
more than ever in	29
deliver the information in	29
in order to evaluate	29
evaluation as an important	29
in ways that push	29
no questions with defined	29
encouraging students to question	29
enough to engage with	29
see the information networks	29
advocating in this article	29
progressive alternative to the	29
in limitless supply but	29
to information evaluation that	29
described worries we heard	29
and helps students recognize	29
article and to use	29
as this typology suggests	29
sources are trustworthy for	29
approach is actually not	29
least considers information as	29
a source or the	29
that moves away from	29
more nuanced and complex	29
approach it this way	29
wider scope of print	29
the students staring blankly	29
political or social cause	29
and adapted for nearly	29
in which contexts is	29
current and evolving information	29
qualities of the article	29
everyday lives and apply	29
much harder to fit	29
finds and then evaluates	29
the effects of algorithmic	29
in the information infrastructure	29
at its effects may	29
organizations that flood feeds	29
extremes and helps students	29
the validity and reliability	29
and techniques to reflect	29
it may assist students	29
repeatedly that students lean	29
time of a one	29
only to evaluate what	29
for us to tackle	29
include conversations about what	29
instruction librarians can use	29
when pil interviewed undergraduates	29
some agency from the	29
throwaway email accounts to	29
to revert to lecturing	29
amid a flood of	29
new evaluative approach for	29
of empty space and	29
map of their network	29
information came from and	29
can trust and rely	29
they come to understand	29
user or intended use	29
at least some students	29
our flawed instruction practices	29
the user through networked	29
larger political or social	29
indicates that students who	29
the information have agency	29
trusted sources can help	29
interact with their ideas	29
does not fit with	29
and what areas the	29
students the craap test	29
of students and lifelong	29
faculty that teach them	29
apply with confidence long	29
a flood of misinformation	29
of dialogue could include	29
up in your news	29
of information in their	29
is what i found	29
other factors in their	29
staring blankly at you	29
about the person or	29
have become more nuanced	29
constrain and control the	29
feel confident may allow	29
drive hold true for	29
response to the spread	29
his oer book web	29
may feel unfamiliar and	29
fit into the precious	29
experiences and expertise to	29
everyday information activities already	29
skills more easily to	29
activities already perceive information	29
socialness of the information	29
confidence long after graduation	29
and instructors evaluate information	29
guiding or lecturing to	29
and while heuristics that	29
in isolation when directed	29
earlier example of asking	29
and behaviors affect not	29
assumes agency rests solely	29
information literacy as a	29
from and why i	29
how they might go	29
kind of checking students	29
evaluating the veracity of	29
providing opportunities for students	29
decisions about the credibility	29
the bargain they are	29
how would students go	29
we can determine what	29
information literacy instruction means	29
personal data for participation	29
paradigm from assuming that	29
when applied to increasingly	29
proactive approach look like	29
where students are empty	29
the social aspect of	29
halcyon days of teaching	29
in a series of	29
of desired answers that	29
for academic success and	29
leaving lots of empty	29
teaching students the craap	29
what they do and	29
now that information seeks	29
pil studies have shown	29
generated content and evaluate	29
using evasive strategies to	29
assessment framework for helping	29
effects of algorithmic personalization	29
catchy acronym for currency	29
urgently needed for making	29
determine what is trustworthy	29
the credibility of digital	29
step for moving our	29
and selling access to	29
drawing on our combined	29
tackle but worth it	29
developed by the acrl	29
are the craap method	29
it gave instruction librarians	29
too common practice for	29
the tactics that many	29
they have already built	29
the world was still	29
will allow students to	29
the power dynamic underlies	29
of spontaneous reflections can	29
session looks like your	29
librarians and faculty think	29
content is needed more	29
handy checklist for determining	29
divs acrl standards standards	29
with tools like wikipedia	29
better than the faculty	29
source evaluation in order	29
heard from others about	29
while heuristics that rely	29
impact of these systems	29
be using other factors	29
to the students we	29
expertise that is incomplete	29
have little background knowledge	29
to best teach these	29
simple solutions to teach	29
alone explicitly taught in	29
infrastructures work and their	29
the precious time of	29
to debate how to	29
of scholarship and imply	29
your worst instruction experience	29
reactive to proactive evaluation	29
different approach from instruction	29
help students go beyond	29
from assuming that students	29
in this article isn	29
of them are already	29
information ecosystem rife with	29
data gathered from every	29
checklists like craap are	29
with students is free	29
an important step for	29
taught in formal instruction	29
discussed an alternative to	29
remain relevant and useful	29
that is acting on	29
how search results and	29
may be using other	29
and disinformation in the	29
solely with the user	29
includes the context of	29
the agent that is	29
evaluate the next piece	29
identified the benefits of	29
and then evaluates individual	29
networks of trusted knowledge	29
slim defenses against the	29
useful to the students	29
dig below the surface	29
intervene during the search	29
accumulate knowledge about sources	29
where misinformation abounds and	29
making the transition from	29
broader social impact of	29
the surface of google	29
bullet for fixing our	29
us to tackle but	29
than the faculty that	29
what we want in	29
suggestions for improving this	29
building on sift strategies	29
privacy and mitigating invasive	29
must embrace that instruction	29
of teaching students the	29
information literacy instruction today	29
information activities already perceive	29
content about a topic	29
it often requires time	29
to accumulate knowledge about	29
to reflect on and	29
ourselves and reevaluate information	29
social impact of these	29
while evaluating information contextually	29
evaluates individual information objects	29
sift to create a	29
disinformation in the post	29
and previous experiences around	29
and imply evaluation within	29
the socialness of scholarship	29
see the operations of	29
this approach to evaluation	29
has mounted about the	29
where they exchange personal	29
learners in search of	29
we still need to	29
and search for information	29
they may know this	29
students sharing these kinds	29
as developing expert with	29
kinds of spontaneous reflections	29
student would chose whether	29
the information source is	29
ability to find them	29
in densely interconnected networks	29
players like google and	29
successful session will feel	29
more useful to invert	29
with novice tools and	29
feeds are being manipulated	29
phenomenon of interconnected sources	29
of verification than others	29
apply constraints of format	29
the actions sift recommends	29
to bring their prior	29
the expertise they bring	29
literate generation of students	29
the article and to	29
understanding of information literacy	29
a willingness to dig	29
transfer skills more easily	29
the surface of popular	29
higher level of verification	29
question how information works	29
and especially an outcome	29
set of desired answers	29
opportunities and strategies are	29
challenges of information literacy	29
relative prominence of stories	29
of information for fun	29
and overwhelming at first	29
is not a magic	29
media sources to understand	29
question for instructors to	29
acting on the individual	29
it relies on trust	29
students are agents in	29
from finite and simple	29
can leverage the social	29
have discussed an alternative	29
corroborating may illuminate the	29
method was first deployed	29
challenges amid a flood	29
can learn to see	29
blankly at you and	29
teaching practice and meaning	29
they do when they	29
will also help them	29
having agency allows us	29
new ways of encouraging	29
researcher in information design	29
using other factors in	29
deep and wide knowledge	29
based on network context	29
as librarians continue to	29
more complex information literacy	29
conversation with students is	29
that scholarly conversations take	29
to important questions is	29
both academic work and	29
they may be using	29
information from various sources	29
do when they encounter	29
trust in their prior	29
librarians can use for	29
for fixing our flawed	29
out the user through	29
isolation when directed by	29
insidious algorithms track and	29
them not only to	29
at a single point	29
a critical thinking skill	29
and how search results	29
helping students and instructors	29
while more than two	29
the relative prominence of	29
both dispositions require a	29
said sharing news gives	29
or does not fit	29
platforms in and selling	29
we discuss how a	29
and profit has become	29
empowers students to become	29
some of their agency	29
items one at a	29
their everyday information activities	29
defensive practices for safeguarding	29
gathered from every interaction	29
knowledge on the subject	29
of the user or	29
and simple source evaluation	29
user can construct their	29
news that comes into	29
questions with defined answers	29
criteria for assessing found	29
with confidence long after	29
understanding of their own	29
published the sift model	29
what we call a	29
students to question how	29
to evaluate news and	29
increase awareness of when	29
biased information as they	29
of the power dynamic	29
once we shift the	29
over craap in speed	29
and trust in their	29
when necessary they also	29
the person or account	29
and often had to	29
encounter a new piece	29
critically important skills in	29
chose whether or not	29
studies have shown repeatedly	29
kinds of information in	29
their motivations for sharing	29
help them search and	29
piece of information in	29
see proactive evaluation as	29
in both teaching practice	29
to increasingly connected networks	29
practices for the past	29
and information is not	29
for improving this paper	29
knowledge of the information	29
moves away from finite	29
what tactics would you	29
and their roles within	29
sufficient to equip students	29
students through the criteria	29
about a larger political	29
order to keep up	29
point of information in	29
trust and rely on	29
heuristics have limited value	29
to build on this	29
dramatically reframe our instruction	29
a magic bullet for	29
of deliberate efforts to	29
on each other when	29
personalization and highlights student	29
with the agency to	29
we tend to focus	29
if this is valid	29
we call a proactive	29
and what they can	29
of instruction is clearly	29
during the search processes	29
and wide knowledge of	29
our classrooms with a	29
and apply with confidence	29
and everyday lives and	29
disempower the information literacy	29
learn to see the	29
academic librarians and faculty	29
from others about the	29
rather than looking at	29
what if this approach	29
not only essential for	29
still need to help	29
of instruction is difficult	29
navigate the web and	29
that speaks to a	29
consider the information object	29
news feeds are being	29
we explore new ways	29
asking students to make	29
them through the rest	29
for assessing found content	29
and interact with their	29
librarians using a proactive	29
print and online publications	29
in the classroom with	29
to make poor decisions	29
typology acknowledges that college	29
agency allows us to	29
structure and expertise that	29
not as unfamiliar as	29
see themselves as stewards	29
students lean on each	29
their network of trusted	29
discussion to see if	29
regardless of the user	29
perceive information as having	29
algorithm study has confirmed	29
social phenomenon of interconnected	29
could have a classroom	29
reclaim some agency from	29
we advocate a shift	29
a more complex information	29
sift is still based	29
shape content that users	29
explicitly taught in formal	29
confusing for us to	29
approach to evaluation is	29
to teach about researching	29
the faculty that teach	29
impact of algorithms and	29
it for this kind	29
it is much better	29
academic work and civic	29
similar to getting to	29
the strong desire to	29
evaluation considers found information	29
to an information ecosystem	29
tools and surface heuristics	29
more accurately described as	29
reversal of the power	29
content that users see	29
proactive model can be	29
but we see proactive	29
for students to reflect	29
then evaluates individual information	29
precious time of a	29
construct their own matrix	29
around the systems they	29
background knowledge to assist	29
some situations require a	29
is constantly trying to	29
through its relationships to	29
would allow them not	29
that students who see	29
focus on the stereotype	29
calling sift a useful	29
determining the credibility of	29
academic settings and how	29
only what they see	29
about what they already	29
map gradually develops overlays	29
we introduce the idea	29
alternative to the craap	29
instruction means acknowledging that	29
to let go of	29
that students are agents	29
this reversal might keep	29
decide what to believe	29
information for academic papers	29
of what is important	29
most widely known are	29
of the interconnectedness of	29
the subject areas where	29
its continued and widespread	29
take place in various	29
transitioning from reactive to	29
greatest challenges of information	29
both assume a power	29
user considers the source	29
implement than turnkey checklists	29
assist in judging claims	29
to equip students to	29
of the proactive approach	29
that assumes agency rests	29
when and how search	29
despite its continued and	29
form of instruction is	29
if we shift our	29
of source evaluation in	29
navigate the current and	29
a different approach from	29
when the craap method	29
the greatest challenges of	29
fundamentally a social practice	29
came from and why	29
require a nuanced understanding	29
to disempower the information	29
and its claims within	29
how information infrastructures work	29
of sources in response	29
data for participation in	29
to reclaim some agency	29
their own strengths and	29
trusting our students to	29
information needed as part	29
and the likely places	29
actions sift recommends are	29
choices during tumultuous times	29
approach that instruction librarians	29
ways that push a	29
inform ourselves and reevaluate	29
what they do when	29
and reliability of claims	29
feel unfamiliar and overwhelming	29
people recontextualize information through	29
instruction is clearly more	29
new piece of information	29
we have discussed an	29
they need to evaluate	29
they search for reliable	29
sources can help them	29
they encounter on the	29
worries we heard from	29
provide slim defenses against	29
if they are aware	29
concerned about the large	29
help them see the	29
that instruction librarians can	29
perspective about how we	29
students encountering individual information	29
strong desire to revert	29
flow of information for	29
is still based on	29
are they an expert	29
in information design at	29
where students might have	29
of checking students are	29
students to reflect on	29
to become more conscious	29
settings and how it	29
considers information as part	29
networked efforts of organizations	29
equation and regain some	29
education developed by the	29
teach about researching complex	29
students to navigate the	29
on their platforms in	29
information objects they find	29
proactive approach looks like	29
agency equation and regain	29
students need to understand	29
that students approach information	29
we shift our paradigm	29
evaluation became a very	29
are hoping to coax	29
understand why they see	29
reflect on and articulate	29
students go about deciding	29
but they can actually	29
revert to lecturing on	29
undergraduates at eight u	29
go about deciding if	29
model for transitioning from	29
what information they should	29
points are also used	29
for information to have	29
limitless supply but often	29
leveraging the expertise they	29
awareness of deliberate efforts	29
the classroom with defensive	29
in academic settings and	29
is difficult in the	29
and complex as librarians	29
position of the student	29
algorithmic personalization and highlights	29
time to consider a	29
safeguarding their privacy and	29
they get to college	29
seem to disempower the	29
they do and what	29
areas where they feel	29
is incomplete and outdated	29
claims within the larger	29
understand the continuously changing	29
how to navigate an	29
and regain some control	29
to coax out of	29
without necessarily understanding them	29
come to understand themselves	29
asking students to apply	29
solutions to teach about	29
actually advocating in this	29
empty vessels that educators	29
profit has become all	29
work and their roles	29
and are they an	29
rely on finite and	29
might go about reading	29
we see proactive evaluation	29
subject areas where they	29
the intrinsic qualities of	29
of trusted sources can	29
to decide if you	29
help people recontextualize information	29
approaches to evaluation are	29
of the information creation	29
will need to trust	29
universities in the u	29
our students to bring	29
they can draw on	29
information landscapes in which	29
decide if you wanted	29
of content is needed	29
ability to ferret out	29
used by researchers when	29
is more useful to	29
and universities in for	29
classroom discussion to see	29
highlights student awareness of	29
places to find what	29
book web literacy for	29
short history of two	29
and university students come	29
part of an ecosystem	29
often tainted by misinformation	29
on these finite questions	29
new approach to the	29
aware of the interconnectedness	29
network processes that deliver	29
focusing on the network	29
with them into the	29
to invert this relationship	29
clicks and shaping content	29
and build networks of	29
for determining the credibility	29
foundational knowledge for both	29
their prior networked knowledge	29
and capable of influencing	29
for evaluating the veracity	29
they encounter a new	29
with deception and misinformation	29
and then as lifelong	29
to determine the validity	29
time provide slim defenses	29
by researchers when assessing	29
accurately described as an	29
this is the way	29
the information needed as	29
should be asking students	29
work and civic engagement	29
but the existing heuristics	29
become more nuanced and	29
other systems that make	29
are embedded in the	29
in search of information	29
an alternative to current	29
strategies to circumvent algorithmic	29
information objects and understand	29
approach like this one	29
by understanding how information	29
also the relative prominence	29
lean on each other	29
is much better suited	29
education and everyday lives	29
balances out these extremes	29
range from creating throwaway	29
not ever be able	29
the continuously changing information	29
scope of print and	29
we do in fact	29
power structure and expertise	29
is a manifestation of	29
or lecturing to conversation	29
their education and everyday	29
what they can do	29
we heard from others	29
strategies essential for academic	29
and demands a different	29
universities in for the	29
longer valid now that	29
socialness of scholarship and	29
researchers when assessing the	29
student interaction to assuming	29
space and the strong	29
learn where to go	29
share but also the	29
lot of people towards	29
the information literacy student	29
their roles within them	29
but this is more	29
look for to know	29
but what we are	29
efforts of organizations that	29
at a time provide	29
class what they do	29
understanding of the socialness	29
to information literacy instruction	29
and most academic librarians	29
power dynamic underlies many	29
information is in limitless	29
does the same drive	29
little resemblance to everyday	29
of trusted information networks	29
are already skilled and	29
deliberate efforts to affect	29
across media sources to	29
cues that go beyond	29
on their own strengths	29
information networks they have	29
other sources and to	29
we teach evaluation is	29
unfamiliar as it may	29
sending results with the	29
these evaluation points are	29
is not only essential	29
to use comparisons across	29
that cultivates a complex	29
to information literacy as	29
evaluative strategies essential for	29
source or the context	29
to help students go	29
of evaluation frameworks or	29
determine the validity and	29
in acquiring the background	29
narrow range of situations	29
investigation of content is	29
and news feeds are	29
models for teaching evaluation	29
is clearly more difficult	29
for transitioning from reactive	29
the time they get	29
sharing these kinds of	29
caulfield published the sift	29
in a way that	29
type of dialogue could	29
the information that streams	29
shift our approaches and	29
became a very different	29
by the acrl and	29
evaluate news and information	29
knowledge to assist in	29
our proposed next step	29
trust in their sense	29
a very different process	29
and to use comparisons	29
what does a proactive	29
to implement than turnkey	29
these sources is valid	29
of people towards the	29
develops overlays of shortcuts	29
information is constantly trying	29
go of simple solutions	29
to the importance of	29
with their ideas and	29
their profiles and behaviors	29
of algorithms and other	29
is in limitless supply	29
in this classroom example	29
balance out the agency	29
going to be ugly	29
the earlier example of	29
between how evaluation is	29
in the form of	29
to current evaluation approaches	29
closely at its effects	29
this shift in thinking	29
that push a lot	29
the students we teach	29
noted in a project	29
individual objects with novice	29
on students encountering individual	29
what happens if we	29
personal data from algorithms	29
interaction to assuming that	29
particular work and its	29
tacit processes more explicit	29
let alone explicitly taught	29
thinking of information as	29
their deep expertise into	29
his evaluation methods as	29
allow them not only	29
assuming that the information	29
been used and adapted	29
apps to guard their	29
students are empty vessels	29
understand the trustworthiness of	29
since it may assist	29
others about the broader	29
operations of other networks	29
would students go about	29
may know this better	29
assessment need more dialogue	29
like who recommended a	29
asking the class what	29
or account that initially	29
our thinking rejects the	29
or the context in	29
where algorithms lie beneath	29
do i think of	29
the individual it finds	29
such as a news	29
continue to debate how	29
can adapt the tactics	29
community colleges and universities	29
of information in isolation	29
why they see the	29
is time to consider	29
the individual is an	29
desire to revert to	29
surface of popular and	29
order to evaluate reliability	29
information networks is rarely	29
are agents in the	29
information seeks out the	29
skills in changing times	29
evaluation and demands a	29
stereotype of the solitary	29
table presents comparisons between	29
gaps between how evaluation	29
how information finds them	29
vessels that educators must	29
for sharing a news	29
on finite and binary	29
for college students in	29
of focusing on these	29
leading students to make	29
instructors evaluate information for	29
consider a new approach	29
should shift our assessment	29
before the dramatic shift	29
alternative to current evaluation	29
about the craap test	29
to use assessment framework	29
the value of the	29
we are hoping to	29
already skilled and comfortable	29
user through networked connections	29
algorithmic personalization at work	29
valid now that information	29
a nuanced understanding of	29
where to go for	29
use assessment framework for	29
it in the end	29
of evaluation and demands	29
developed in response to	29
also allows students to	29
are empty vessels that	29
than a prescribed step	29
end to remain relevant	29
students arrive in the	29
a social phenomenon of	29
of their education and	29
understanding of who is	29
focusing on these finite	29
you wanted to pass	29
as unfamiliar as it	29
that initially shared it	29
is no longer valid	29
comparisons across media sources	29
while it is much	29
we call this approach	29
sift also includes the	29
are grateful to barbara	29
who authored this source	29
based on a reactive	29
feel like an intellectual	29
students also see themselves	29
arriving at deeply considered	29
or not to reshare	29
evaluative approach for teaching	29
the information environment we	29
students are embedded in	29
may increase awareness of	29
motivations for sharing a	29
validating them with tools	29
develop their mental rolodexes	29
can construct their own	29
to assist in judging	29
know a new city	29
an outcome of standard	29
this type of instruction	29
and other commercial media	29
acrl and especially an	29
than turnkey checklists and	29
control the information they	29
and compares information from	29
that we do in	29
coax out of the	29
ways of encouraging students	29
research institute studying college	29
are actually advocating in	29
moving our profession forward	29
information literacy instruction that	29
most online content was	29
checklist for determining the	29
and regain some of	29
away from finite and	29
example of how this	29
and facebook where they	29
exchange personal data for	29
that users see on	29
you use to decide	29
with the students staring	29
conversations about what they	29
their own right as	29
these critically important skills	29
moves away from the	29
students come into our	29
what are their motivations	29
in a project information	29
more strategically within that	29
arrive in the classroom	29
away from the known	29
the user or intended	29
algorithms track and shape	29
about sources by validating	29
situations require a higher	29
by the time they	29
generation of students and	29
is acting on the	29
acrl framework paints a	29
evaluation approaches that is	29
encourages students to base	29
placing a particular work	29
yes no questions with	29
of their network of	29
advocate a shift from	29
sharing a news story	29
selling access to this	29
they see and share	29
and the conversation with	29
of information in which	29
but also the relative	29
especially an outcome of	29
trying to find them	29
has changed substantively in	29
examine the information environment	29
evaluation points are also	29
evaluating individual information objects	29
that show up at	29
proactive approach encourages students	29
draw on their own	29
to trust ourselves as	29
could include conversations about	29
the information creation process	29
agency rests solely with	29
an increasingly difficult task	29
on the stereotype of	29
pil interviewed undergraduates at	29
judging claims and often	29
and corroborating may illuminate	29
their platforms in and	29
careful investigation of content	29
example of asking how	29
to a wider scope	29
more difficult to implement	29
understanding of the information	29
evaluative strategies have become	29
for thinking about this	29
binary responses are easy	29
as they search for	29
in a time when	29
the act of evaluation	29
then as lifelong learners	29
facebook began using tracking	29
develop skills for determining	29
profiles and behaviors affect	29
looks like in the	29
could work would be	29
problems than they solve	29
it occurs in everyday	29
accounts to using vpns	29
approach we advocate balances	29
this better than the	29
and reevaluate information systems	29
now in use on	29
looking at a single	29
online content was meant	29
developed an easy to	29
build networks of trusted	29
from creating throwaway email	29
us to trust ourselves	29
described as an open	29
evaluation is taught in	29
to see information as	29
complex and nuanced understanding	29
often had to apply	29
bring their deep expertise	29
abounds and algorithms proliferate	29
paints a picture of	29
to assuming that the	29
is what this proactive	29
create a more complex	29
approaches that is closely	29
one student at a	29
and proactive approaches to	29
see and share but	29
do and what might	29
more than two fifths	29
in their own information	29
the end to remain	29
evaluation within a social	29
to illustrate this point	29
paper presents a new	29
them to transfer skills	29
make poor decisions about	29
a classroom discussion to	29
this is what justin	29
information showed up in	29
at deeply considered answers	29
unsuccessful session looks like	29
use those connections to	29
strengths and experiences to	29
heuristics that rely on	29
and control the information	29
necessary they also look	29
person or account that	29
into our classrooms with	29
library platforms collecting clicks	29
be able to reclaim	29
trustworthy for which kinds	29
senior researcher in information	29
evaluation frameworks or heuristics	29
we should be asking	29
trustworthiness of an article	29
results and news feeds	29
how a proactive approach	29
combined experience at community	29
need to evaluate the	29
and assessment need more	29
least some students arrive	29
them with tools like	29
need to understand why	29
go about reading laterally	29
we want in ways	29
and experiences to develop	29
able to fully escape	29
sources in response to	29
like in the classroom	29
evaluation is a manifestation	29
work in their everyday	29
information as part of	29
interactions with information in	29
not to reshare a	29
the approach we advocate	29
is valid or useful	29
need more dialogue and	29
illuminate the impact of	29
time they get to	29
this is more accurately	29
have to let go	29
can determine what is	29
this reversal of the	29
into the precious time	29
applying this to information	29
it requires trust in	29
information environment we think	29
ever in a world	29
they exchange personal data	29
strategies have become more	29
using a proactive approach	29
wp beyond the doomsday	29
and their related reactions	29
benefited from the reviewers	29
better suited to today	29
not have a set	29
this proactive approach looks	29
response to an information	29
information design at pil	29
also predicting what we	29
some students arrive in	29
are their motivations for	29
the systems that intervene	29
by data gathered from	29
rolodexes of trusted sources	29
where you as the	29
i can trust it	29
and develop their mental	29
a set of desired	29
as an approach that	29
reactive approaches to evaluation	29
may initially seem to	29
search of information they	29
of misinformation and disinformation	29
for nearly two decades	29
what is important to	29
of encouraging students to	29
the stereotype of the	29
credibility of digital resources	29
changing information landscape well	29
but given widespread disinformation	29
well enough to engage	29
to balance out the	29
are already using evasive	29
information in their own	29
while sift at least	29
asking yes no questions	29
the agency equation and	29
work and its claims	29
that we are hoping	29
arts college described worries	29
approach encourages students to	29
follow them across platforms	29
encounter on the topic	29
student as perpetual novice	29
can take with them	29
trust that we do	29
encountering individual information objects	29
networks they have already	29
have already built more	29
students staring blankly at	29