curriculum, digital literacy, guided inquiry, information literacy, school libraries
Open Information Science
A shift is needed in information and digital literacy instruction and assessment led by elementary and secondary school librarians with an emphasis on the evaluation of information sources. The need is in response to widespread societal sharing of mis- and disinformation related to political news including the politicizing of scientific understandings of a disease and the ensuing distrust of the messages of public health officials during the COVID-19 global pandemic. In this article, I create an instructional framework for information evaluation that is grounded in data derived from a qualitative content analysis of published research, standards, and theoretical perspectives and that is confirmed using data derived from examples of middle school students' inquiry research. Three overarching themes resulted from the analysis: blend media and research skills throughout the curriculum, ground information evaluation skills within a guided inquiry information process approach, and embed information evaluation skills in every grade and subject so they are taught beyond the context of news.
Department of Curriculum and Instruction
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UNI ScholarWorks, Rod Library, University of Northern Iowa
©2022 The Authors. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Krueger, Karla Steege and Taylor, Joan Bessman, "Discerning users of information: A qualitative analysis of student inquiry" (2022). Faculty Publications. 5326.
First published in Open Information Science, 6:74-94 (2022) published by De Gruyter Open Access DOI: https://doi.org/10.1515/opis-2022-0133