Fake News Evaluation

“Information Literacy: It’s Become a Priority in an Era of Fake News” written by Shannon Najmabadi’s states how critical it is today to be able recognize the truth as lies have become a widespread as they are featured in many sources. Shannon recognizing this predicament is supported by a report by the Stanford University presenting the nerving truth that students are unable to find credible resources. Shannon therefor defines information literacy as the ability to find, evaluate, and use information as an important technique that needs more focus so people know how to gather honest sources. In support of Shannon she uses the lack of information literacy being taught, the change trying to be made, and her call for action as her hope for others

Teaching higher order thinking skills is not a recent need. It is apparent that students, at all levels of education, are lagging in problem-solving and thinking skills. Fragmentation of thinking skills, however, may be the result of critical thinking courses and texts. Every course, especially in content subjects, students should be taught to think logically, analyze and compare, question and evaluate.

This article focused on the constant debate concerning the conditions in which students develop the skill of thinking critically. Being able to use critical thinking requires knowledge of facts and concepts about the subject matter. I found this article interesting because I think it is important that students develop critical thinking skills. Most scholarly articles tend to have an abstract that summarizes the papers entirety. Due to this this article is considered scholarly.

requires students to develop higher critical thinking skills. Jobs may be on the line if students do

       Public schools have discovered the importance of critical thinking, many people are trying to teach children how to do it. The problem is that very few teachers know how to do. Robert Sternberg, an early advocate of critical thinking in teaching,

In “Colleges Turn ‘Fake News’ Epidemic into a Teachable Moment” (Washington Post, April 6, 2017), Kitson Jazynka highlights professors from across the United States that have implemented different strategies for teaching students to find and address fake news. Jazynka first writes of professor Beth Jannery at George Mason University and how her students have had personal experience with fake news and how they handled the situation. In one case, the student decided to research the topic herself and find the truth. Jazynka advises that the professors cited in her article are teaching students to “detect bias, missing points of view, misleading slants and economic influences” to ensure they have a complete understanding of the articles and their

The purpose of this article, called “Technology is The Cause of ‘Fake News’ – But It’s The Solution Too” written by Seth Freeman, was written to educate the public on how fake news is getting spread. Freeman focuses his main attention on the people that were behind screens and that were quiet and virtually invisible. Throughout Freeman’s piece of writing he uses several examples for his method. One example, Freeman refers to a former Soviet state of Georgia and from Macedonia, where Freeman states that a teenagers discovered that they could make a lot of money by publicizing nonsense information, which could not be found anywhere else, in favor of one candidate. He also states that in Bloomberg, hackers were able to skew interests in and support

The main concepts presented in the article are the varying definitions of each author on the concept of critical thinking. The information the author uses are definitions which are the opinions of varied authors and are similar in foundation in that to apply critical thinking one must be able to identify a problem, pose a question(s), provide valid supporting evidence, and come to a conclusion. Although the author’s definitions do not identify a problem, questions, evidence, or conclusions, the relationship Petress (2004) shows is that the reader must apply this process themselves as it is not always given. The information used does appear to be relevant, significant, and valid. The references the author listed does provide enough information for me to come to this conclusion. Since this work is a literature review and not a case study, numerical data are not necessary to determine validity of the information.

“Believe what you like, but don 't believe everything you read without questioning it” Quoted Pauline Baynes. Living in the world surrounded by billions of people and the information age, the society necessitates people to figure out whether the information is accurate to reason what we know. Everyone has their own view and perspective; each has their own beliefs and understanding of the world around them. This is where critical thinking comes to action. It is extremely important for students and citizens to be skilled in critical thinking which is a self-assessment, the capability to apply the reasoning and logic to situations however technologies makes it defaulter to think critically.

According to Supon, one of the fundamental purposes of teaching critical thinking is to enhance the abilities of students to become critical thinkers. Corporate leaders, educational researchers, employers, and parents have continually pushed teachers to assist their students in the development of critical thinking ability. Critical thinking is a skill that ?involved not only knowledge of content by also concept formation and analysis, reasoning and drawing conclusions, recognizing and avoiding contradiction, and other essential cognitive activities? (Supon, 1998).

Critical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills.

Education plays an imperative role in developing these skills. Young and Warren (2011), in their review of the education literature, stated that a number of cross-sectional research studies have shown that a student’s critical thinking ability can improve while at college. While Parcarella and Terenzini (2005) approximate that a student can improve their critical thinking skills by 63% by the end of their sophomore year. According to Hurt (2007) these skills must be developed consistently, purposefully and rationally over time to enable students to appropriately respond to the intricate issues that the working environment

Projects that are then shared with other students provide a method of further learning by collaboration. “Assessment strategies should be designed so that students apply the course material to their own lives, motivating them to think through and analyze the content for themselves” (Bassendowski & Salgado, 2005). The authors go on to encourage instructors to develop new assessment strategies, which utilize technology available today, rather than to use papers which can easily be plagiarized from the ease of internet sources (Bassendowski & Salgado, 2005, p. 9).

According to Wolpert (2009), “technology plays an important role in our lives; however, skills such as critical thinking and analysis have been declining.” Wolpert further stated that “reading for pleasure, which is one of the things that should help youths in their thinking and imagination has declined.” Students are rarely read books or any form of literature that would have helped to improve their critical thinking skills. Furthermore Kurland (2000) posits that critical thinking speaks to relying on reason rather than emotion; the influence of motives and bias are measured, and all reasonable inferences are evaluated. In addition, the Foundation for Critical Thinking (2011), cited Glaser’s (1941), definition of critical thinking as

When defining the term “critical thinking” it can seem overwhelming and daunting, especially for young learners. In laments terms, you are teaching your student how to think for him or herself when it comes to problem solving. Instead of giving the student the answer, you give them the tools to discover the answer him/herself. Critical thinking is an important component of any classroom. No matter the age group, these skills stay with a child for the rest of his or her life. As a teacher, it is important to understand what critical thinking pertains to and how to structure part of your lesson plan around developing critical thinking skills.