critical evaluation of information

MINI LECTURE

[youtube=https://youtu.be/bqJKq6BOkhc&w=685]

Lecture slides

READINGS

Lupton, Mandy (2016) Critical evaluation of information – Generic window

Lupton, Mandy (2016) Critical evaluation of information – Situated window

Lupton, Mandy (2016) Critical evaluation of information – Transformative window

Lupton, Mandy (2016) Critical evaluation of information – Expressive window

Lupton, Mandy (2016) Critical evaluation of information – credibility crisis

Lupton, Mandy (2015) Critical evaluation of information and the Australian Curriculum

Herold, Benjamin (2015) US students awful at evaluating reliability of science readings Education Week, July 27

SOURCES

ANALYSIS TASK

Choose one ‘critical evaluation’ survey/rubric from Kathy Schrock’s list, and one other source of your choice from her page, or from the other links I have provided above, or from information evaluation tools that you have found.

Compare and contrast the two rubrics. What is seen as good quality information? What is seen as bad quality information? What are the assumptions behind each evaluation tool/advice?

Evaluate these sources using one of the rubrics:

Janssen, Volker (2012) Indirect tracking of drop bears using GNSS technology. Australian Geographer. 43(2) 445-452

Australian Museum (n.d) Drop bear

Come to the tutorial ready to explain your findings. If you’re not going to be at the tutorial, post your findings on the IL Community.

ASSIGNMENT 2

In assignment 2 you will design curriculum to target the GeSTE windows. You should address the following questions in your design and rationale:

  • What are the Generic aspects of the inquiry? What are the common aspects that can be transferred to other inquiries in other subject areas/disciplines?
  • What are the Situated aspects of the inquiry? What are the disciplinary approaches evident in the inquiry?
  • What are the Transformative aspects of the inquiry? How are students encouraged to challenge the status quo and take action? How are students encouraged to consider voices that are not heard and voices that are privileged?
  • What are the Expressive aspects of the inquiry? How are students encouraged to express their voices? How are students encouraged to express their feelings?
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