There are two main areas I am interested in exploring more throughout the New Media Course: 1) curating a correcting of apps and platforms useful school wide, and 2) developing better lessons and strategies for effective evaluation of internet sources, as well as digital security. In the wake of a great many privacy issues and fake news scandals, the second topic is an area that I would like far more training in for myself. I don’t want to needlessly be a victim if l can reasonably prevent it. I also see it as an area where we really need to be diligent as educators to make sure that our students leave high school well equipped to understand how to guard against the manipulations of so many different interest groups (commercial and political) competing for our attention. This also tires into my first area of interest. Students are often using platforms without understanding the potential, and sometimes the pitfalls. I’d like to be far more proficient so I can help structure assignments that use a number of these platforms in ways that help students better understand the potential of how they could more effectively use technology, and in ethical ways.
These are important areas that I and many of my colleagues have expressed interest and concern in developing. We need to be more proficient before we can teach students to be proficient and responsible. I am looking forward to testing some of the strategies and ideas I learn on my New Media class, and then helping to co-teach these ideas and strategies through my position as teacher-librarian.
Some of the apps and platforms I would like to learn more about are:
Twitter (using # for various purposes),Instagram,
augmented reality apps like HP Reveal
Instagram,
augmented reality apps like HP Reveal
Some of the resources I have found around evaluation of internet sources are:
Web Literacy for Student Fact-Checkers by Mike Caulfield
which I found through the article “Students Fall for Misinformation…” by Beckie Supiano
“Sorting Fact from Fiction” by Media Smarts
I was also really intrigued by a Netflix documentary, The Great Hack, about the Cambridge Analytica scandal.
Resources
Amer, K. (producer), & Amer, K. and J. Noujaim (directors). (2019). The Great Hack [Motion Picture]. United States: Netflix
Caulfield, M. (2017). Web literacy for student fact-checkers. Mountain View, CA: Michael Arthur Caulfield.
Media Smarts. (n.d.). Sorting fact from fiction. Retrieved from http://mediasmarts.ca/digital-media-literacy/digital-issues/authenticating-information/verifying-online-news/sorting-fact-fiction
Supiano, B. (2019). Students fall for misinformation online. is teaching them to read like fact checkers the solution? The Chronicle of Higher Education, www.chronicle.com/article/Students-Fall-for/246190/#.XMr1S31HO1k.twitter
A good start to your personalized inquiry Dianne. You have identified two very important goals for yourself and your library program that address a visible need in your learning community. Awareness, understanding and safe implementation of 21st century tools and applications is very important for our learning communities and building up our own expertise in order to support others is incredibly important. A good description and early research into these topics that should help a lot in Part B.