14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship
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Ashley Peterson
Peterson, Ashley Research and Instruction Librarian, University of California Los Angeles CA, US, where she supports teaching and learning about media and data literacies. Prior to her position at UCLA, she was a disciplinary library liaison to college studio art programmes. She holds a Master’s degree in Library and Information Science and a Bachelor’s degree in Art History and Gender Studies.
Email:
ashleypeterson@library.ucla.edu Ali, Ibraheem Program Manager for Research Informatics, University of California at Los Angeles (UCLA) Health, US, where he oversees projects focused on research technology and data management for biomedical researchers. He holds a BA in Biology from California State University, Fresno, CA and a PhD in Biomedical Sciences from University of California, San Francisco. Ali worked previously as a Sciences Data Librarian at the Louise M. Darling Biomedical Library at UCLA.
Email:
iali@mednet.ucla.edu Solodkaya, Alexandra Rothman Family Food Studies Librarian, Louise M. Darling Biomedical Library at the University of California Los Angeles (UCLA), CA, US. She supports research, instruction and collection development for the interdisciplinary fields of Food Studies and Public Health. Alexandra holds a BA in Art History and an MS in Arts Administration from Boston University Boston, MA, US., and a Masters in Library and Information Science from UCLA’s School of Education and Information Science.
Email:
asolodkaya@library.ucla.edu
Abstract
This chapter describes several projects undertaken by library staff at the University of California, Los Angeles (UCLA), that engage learners in two critical components of digital literacy: data literacy and media literacy. The projects support a philosophical approach to teaching these literacies that examines learners’ roles as consumers in a data-driven and networked information landscape, as well as creators of information within and outside the academy. The authors ultimately advocate the increasingly urgent relevance of digital, data, and media literacies to a holistic understanding of information literacy that extends beyond the resources of a given library, or a given student’s finite program of study. Information literacy and ethical digital citizenship should last a lifetime. Digital citizenship in the context of this chapter refers to existence in an increasingly online, technologically enabled information ecosystem. To survive in it ethically requires a critical understanding of the ecosystem itself, as well as the roles people play both individually and collectively in shaping it. The term digital literacy is a useful way to frame the various skills, dispositions, and supporting literacies that enable ethical digital citizenship. Despite the promise of its title, this chapter is not wholly about misinformation. It is, however, about how academic libraries can promote lifelong ethical digital citizenship; a nuanced and systemic understanding of misinformation is one means the authors have employed toward achieving this goal.
Abstract
This chapter describes several projects undertaken by library staff at the University of California, Los Angeles (UCLA), that engage learners in two critical components of digital literacy: data literacy and media literacy. The projects support a philosophical approach to teaching these literacies that examines learners’ roles as consumers in a data-driven and networked information landscape, as well as creators of information within and outside the academy. The authors ultimately advocate the increasingly urgent relevance of digital, data, and media literacies to a holistic understanding of information literacy that extends beyond the resources of a given library, or a given student’s finite program of study. Information literacy and ethical digital citizenship should last a lifetime. Digital citizenship in the context of this chapter refers to existence in an increasingly online, technologically enabled information ecosystem. To survive in it ethically requires a critical understanding of the ecosystem itself, as well as the roles people play both individually and collectively in shaping it. The term digital literacy is a useful way to frame the various skills, dispositions, and supporting literacies that enable ethical digital citizenship. Despite the promise of its title, this chapter is not wholly about misinformation. It is, however, about how academic libraries can promote lifelong ethical digital citizenship; a nuanced and systemic understanding of misinformation is one means the authors have employed toward achieving this goal.
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- About IFLA IX
- Preface 1
- 1 Digital Literacy: An Overview and Introduction 7
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Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
- 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
- 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
- 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
- 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
- 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
- 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
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Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
- 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
- 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
- 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
- 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
- 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
- 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
- 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
- 15 Teaching Information Literacy to Would-Be Teachers 259
- 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
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Part III The Influence of Digital Information
- 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
- 18 Digital Health Literacy: An Evolving Picture 308
- 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
- 20 A News Literacy Curriculum Toolkit 349
- 21 Digital Learning and Digital Dilemmas 364
- 22 Digital Health Literacy: Improving Health Outcomes 383
- 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
- Contributors 417
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- About IFLA IX
- Preface 1
- 1 Digital Literacy: An Overview and Introduction 7
-
Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
- 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
- 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
- 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
- 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
- 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
- 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
-
Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
- 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
- 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
- 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
- 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
- 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
- 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
- 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
- 15 Teaching Information Literacy to Would-Be Teachers 259
- 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
-
Part III The Influence of Digital Information
- 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
- 18 Digital Health Literacy: An Evolving Picture 308
- 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
- 20 A News Literacy Curriculum Toolkit 349
- 21 Digital Learning and Digital Dilemmas 364
- 22 Digital Health Literacy: Improving Health Outcomes 383
- 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
- Contributors 417
