Online Curation & Social Annotation


Metaliteracy Goal 1: "Evaluate content while also evaluating one’s own biases."
There are four goals for metaliterate learners, each of which includes a number of learning objectives. While some of the metaliteracy goals echo long-valued information literacy principles, others are new, reflecting today’s evolving information environment. Most of the specific learning objectives range much further afield from traditional information literacy, providing outcomes that could be applied in a range of educational settings.
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Metaliteracy learning falls into four domains: behavioral (what students should be able to do upon successful completion of learning activities—skills, competencies), cognitive (what students should know upon successful completion of learning activities—comprehension, organization, application, evaluation), affective (changes in learners’ emotions or attitudes through engagement with learning activities), and metacognitive(what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn). Each learning objective below fits into one or more of these categories, and is labeled as such (B for behavioral, C for cognitive, A for affective, Mfor metacognitive).

These learning objectives recognize that metaliterate “learners,” as they are called here, must learn continually, given the constantly and rapidly evolving information landscape. Instructors and learners can meet these objectives in a variety of ways, depending on the learning context, choosing from a menu of learning activities. The objectives are conceived broadly, so as to remain scalable, reproducible, and accessible in a range of contexts.

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Web Literacy for Student Fact-Checkers
by Michael A. Caulfield
A helpful guide to evaluating online sources written by the director of blended and networked learning at Washington State University, Vancouver, WA
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Developed by Champlain College Library, St. Lambert QC, Unlocking Research is a guide to help users navigate through the research process from the initial definition and development of a research topic to the final citation of sources in the bibliography.
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Civic Online Reasoning: Teaching Assessments Tools Stanford History Education Group
We are in the midst of an information revolution in which we increasingly learn about the world from screens instead of print. If young people are not prepared to critically evaluate the information that bombards them online, they are apt to be duped by false claims and misleading arguments. To help teachers tackle teaching these critical skills, we’ve developed assessments of civic online reasoning —the ability to judge the credibility of the information that floods young people’s smartphones, tablets, and computer screens.
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A Guide To Evaluating Information Sources
Evaluating Sources: A Metropolitan College Library Resource
Determine whether the sources you use for research are reliable and appropriate for your paper or speech
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Crash Course Series on Media Literacy
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A Crash Course on Navigating Digital Information
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