Keywords
fact checking, statistical analysis, evaluating information, informed learning outcomes
Disciplines
Library and Information Science
Abstract
Think of statistical analysis as a way to advance student learning and improve teaching activities. This may be done with a single course if the analysis is conducted over multiple sections and/or semesters, and is also achievable by librarians teaching single sessions. We will delve into informed learning design to achieve critical thinking, digital literacy, and information literacy through the process of fact checking a website by searching (lateral reading), skimming (click restraint), and double-checking (verification). Do scaffolded activities really build on each other, i.e., are they statistically dependent or independent? Consult statisticians or statistics students to find out.
ScholarWorks Citation
Ranger, Kim L., "Assessing Students’ Critical Thinking about Digital Information via Statistical Analysis" (2019). Presentations. 117.
https://scholarworks.gvsu.edu/library_presentations/117
Comments
Original Citation:
Ranger, K. L. (2019). Assessing Students’ Critical Thinking about Digital Information via Statistical Analysis. Lilly Conference on Advancing Teaching and Learning, Traverse City, MI.