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Scoop.it!
Racist/racialized malinformation is the phenomenon of how we are conditioned, socialized, and repeatedly bombarded with racist and negative images and stereotypes. These stereotypes are repeated and normalized until they become malinformation. But how can these deleterious and destructive forces be eliminated? They need to be addressed and battled just as other societal ailments are, and critical cultural literacy can aid in this fight. 
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Scoop.it!
Barbara Fister, the series’ Contributing Editor, has kindly contributed a guest blog post to explain more about the initiative and to introduce the premier essay in the series, “Lizard People in the Library”. Her essay addresses the rise of conspiracy theorists and the consequences of advice they give their membership to “research it yourself”.
I discovered Project Information Literacy (PIL) when it first launched over a decade ago in 2009. I impatiently awaited each new research publication so I could share it with the librarians in my circles and with the instructors I worked with. For some reason, it is always so much easier to make a case for information literacy in the curriculum when it’s backed up with someone else’s research and data! Especially when the research uses rigorous empirical methods and involves thousands of students at multiple institutions.
Scoop.it!
Lots of interesting publications about #infolit in the digital age.
Project Information Literacy (PIL) is a large-scale, national study about early adults and their research habits, conducted in partnership with the University of Washington's iSchool.
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Scoop.it!
For almost 20 years, instruction librarians have relied on variations of two models, the CRAAP Test and SIFT, to teach students how to evaluate printed and web-based materials. Dramatic changes to the information ecosystem, however, present new challenges amid a flood of misinformation where algorithms lie beneath the surface of popular and library platforms collecting clicks and shaping content. When applied to increasingly connected networks, these existing evaluation heuristics have limited value. Drawing on our combined experience at community colleges and universities in the U.S. and Canada, and with Project Information Literacy (PIL), a national research institute studying college students’ information practices for the past decade, this paper presents a new evaluative approach for teaching students to see information as the agent, rather than themselves. Opportunities and strategies are identified for evaluating the veracity of sources, first as students, leveraging the expertise they bring with them into the classroom, and then as lifelong learners in search of information they can trust and rely on.
Scoop.it!
Project Information Literacy [http://projectinfolit.org/ ] just published a summary of its research into US graduates' information behaviour. 63 graduates from 10 US universities were interviewed about what kinds of information need they had now they had left university and how they met their needs. This is "Phase One of a two-year, large-scale study of college graduates and lifelong learning": the second phase will consist of a questionnaire sent to 75,000 recent graduates.
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