"New Research Shows" - or does it? Using ‘Junk Science’ in Information Literacy Instruction
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This document outlines an exercise used in information literacy instruction at Wake Forest University called "Junk Science" where students and instructors find a news article reporting on a new study and then locate the original scholarly study to compare how the findings were reported. The goals are to help students think critically about how research is portrayed in the media and understand differences between news and academic sources. Examples of "Junk Science" reporting are provided on topics like autism research. Resources for finding inspiration for additional examples are also listed, demonstrating how the activity addresses several ACRL Information Literacy competencies through active learning and critical thinking.
"New Research Shows" - or does it? Using ‘Junk Science’ in Information Literacy Instruction
- 1. "New Research Shows" - or does it? Using „Junk Science‟ in Information Literacy Instruction Rosalind Tedford Director for Research and Instruction Services ZSR Library, Wake Forest University tedforrl@wfu.edu NCLA Biennial Conference | Winston-Salem, NC | October 2013
- 2. Background Info • ZSR/WFU • Who I am • Our Information Literacy Program
- 3. ACRL Information Literacy Competencies for Higher Education • Standard One: The information literate student determines the nature and extent of the information needed. • Standard Two: The information literate student accesses needed information effectively and efficiently. • Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. • Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. • Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
- 4. What is Junk Science?? Also: News Media
- 5. General „Junk Science‟ Exercise Info • Students/Instructor find „junk science‟ article • Students/Instructor find scholarly article referred to in the news story • Students compare what the scholarly article says with what the news story says it said • Discussion ensues • My stated goal: When they see, hear or read a story that says „new study shows‟ – they respond „I bet it doesn‟t‟
- 6. Original „Junk Science‟ Assignment • • • • • • Background Purpose Design Execution Afterthoughts Adapting the idea: – – – – One shots 50 mins For-credit Assignments
- 7. Why Junk Science? • Information Literacy Topics Addressed – – Search Strategies Academic Publishing • • • – – – – Research Process Peer Review Publication „Politics‟ Changing nature of news Google Search Issues Anatomy of Articles Critical Thinking • Student Engagement – Find examples that interest them • Active Learning • CRITICAL THINKING
- 8. Autism Example • News Reports – New York Times (Best) – PR Newswire (Meh) – Bloomington Alternative (Worst) – Coverage from a funding source (you decide) • Actual Study in Archives of General Psychiatry • New Republic Article
- 9. Other Sites for Inspiration • Google a phrase like: – – – • • • • “New research shows” “New study finds” “Researchers have found” TimeHealthland NY Times Health NIH News in Health NHS Behind The Headlines (from UK – they actually look at the real research)
- 10. Other Useful Links • NPR Story on scientific reporting and retractions • Parody news web site about a scientific article (BRILLIANT and the comments are even better) • The Lay Scientist Blog
- 11. Image Sources • http://amontenegro.blogspot.com/2009_04_01_archive.html • http://www.ucsusa.org/scientific_integrity/science_idol/2011science-idol-contestants.html