Director blended and networked learning Washington State University Vancouver
In 2017, the American Democracy Project launched an initiative to counter digital polarization and improve civic discourse by developing web literacy skills in college undergraduates. Nine campuses from across the United States participated in the formal pilot, aimed at challenging the flood of online disinformation that we encounter every day, with dozens of other campuses integrating the resources on their own. Join us to learn about the work of the Digital Polarization Initiative from the director, Mike Caulfield, and take away practical strategies and collaborative approaches for implementing the SIFT methodology in general education and disciplinary courses.
In this video presentation, the Director of the Digital Polarization Initiative, Mike Caulfield, will share his motivation and vision and describe the development of the SIFT methodology. Library and writing faculty will describe how they collaborated to launch this work on the IU Kokomo campus and will share the classroom activities they employed to teach undergraduate students to analyze and verify online information. The speakers will offer practical strategies for introducing the SIFT technique in a variety of courses and integrating it with their information literacy programs. Other speakers include IU Kokomo’s Associate Librarian Yan He, Dean of the Library Polly Boruff-Jones, and Director of Writing Paul Cook. The speakers will join the session for a live Q & A exchange after the presentation.
This approach to information evaluation focuses on online information verification methods used by fact-checkers and advocates an innovative technique referred to as SIFT: Stop, Investigate the source, Find better coverage, and Trace back to original context. Panelists will explain how they incorporated this technique into freshman seminars, writing composition, political science, and environmental science. Specifically, panelists will describe how they work with faculty to teach students to recognize instances of misinformation and disinformation, to apply fact-checking strategies into their daily consumption of information, and to improve the information environment when they discover something amiss. A pre-test and post-test assessment was incorporated into the pilot project to measure students’ ability to verify, contextualize, and reason about a broad range of information they find online. The speakers will briefly share the results of this assessment and describe how they revised the course content and ongoing assessment based on these results. The initial information analysis in the classroom provides a foundation for a deeper discussion of the implications of online disinformation and its effects on our democracy.