Information Literacy and Trust in a Post-Truth World
- The course is designed to familiarize students with social and organizational processes underlying information production in the digital age, as well as with potentially problematic consequences of uncritical information consumption. A practical goal is to equip students with techniques and strategies that will help them productively navigate today’s information landscape.
- Apply the acquired skills to produce meaningful online content
- Acknowledge their own biases and limitations as information consumers, and act so as to minimize the effects of their prior assumptions on how they process online messages;
- Critically assess the authority of online information sources and acknowledge the possibility of multiple, conflicting expert opinions;
- Spot common techniques used to frame or misrepresent information online;
- Understand the origins and mechanics of the major shifts in information environments that gave rise to the post-truth metaphor;
- The role of information literacy in the age of post-truth.
- Expertise and authority.
- The role of trust in digital information environments.
- Varieties of information misrepresentation.
- Promoting meaningful communication online
- In-class contributions
- Individual report
- Final projectStudents will complete a final project based on the prompt from the Coursera MOOC:The goal is for students to create an online message promoting information literacy and share it with a person or group of people that they identify as vulnerable to biased or low-quality information. At the final class meeting, students will present their work and report ontheir experience sharing it with the public. This work can be collaborative, but each student must participate in presentation of their group’s final project. The project should attest to your newly acquired information literacy skills and your ability to help others become moreaware of their information consumption habits.
- 2021/2022 1st module0.5 * Final project + 0.25 * Individual report + 0.25 * In-class contributions
- Ziva Kunda. (1990). The case for motivated reasoning.
- Bransford, J., & National Research Council (U.S.). (2000). How People Learn : Brain, Mind, Experience, and School: Vol. Expanded ed. National Academies Press.
- Newman, E., & Feigenson, N. (2013). The Truthiness of Visual Evidence. Jury Expert, 25(5), 9–14.