Digital Literacy for St. Cloud State University
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Apps
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Android Apps for Learners with Autism
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Android Apps for Learners with Dyslexia
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Android Apps for Vision Impaired
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Apps for Dyslexic Learners
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Apps for Autistic Learners
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Apps for The Visually Impaired
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Apps for Learners with Writing Difficulties
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more on special ed in this IMS blog
https://blog.stcloudstate.edu/ims?s=special+education
In its latest edition, the Associated Press Stylebook — a widely used reference for journalists — is embracing the use of “they” as a singular pronoun.
more on proofreading in this IMS blog
https://blog.stcloudstate.edu/ims?s=proofreading
Educational Technology and Mobile Learning educatorstechnology.com · Dec 23, 2016
https://www.pinterest.com/pin/71072500350222752/
https://scholar.google.com/ | https://eric.ed.gov/ | http://www.virtuallrc.com/ | http://www.citeulike.org/ | http://jurn.org/ | http://academic.research.microsoft.com/ | https://www.loc.gov/ | https://www.refseek.com/ | http://www.sciencedirect.com/ | https://www.academia.edu/ | https://www.researchgate.net/
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more about research in this IMS blog
https://blog.stcloudstate.edu/ims?s=research
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http://nymag.com/selectall/2016/11/fake-facebook-news-sites-to-avoid.html
https://www.pinterest.com/pin/237776055306492834
https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview
Starbird argues in a new paper, set to be presented at a computational social-science conference in May, that these “strange clusters” of wild conspiracy talk, when mapped, point to an emerging alternative media ecosystem on the web of surprising power and reach.
It features sites such as Infowars.com, hosted by informal President Donald Trump adviser Alex Jones
There are dozens of other conspiracy-propagating websites such as beforeitsnews.com, nodisinfo.com and veteranstoday.com.
It isn’t a traditional left-right political axis, she found. There are right-wing sites like Danger & Play and left-wing sensationalizers such as The Free Thought Project. Some appear to be just trying to make money, while others are aggressively pushing political agendas.
The true common denominator, she found, is anti-globalism — deep suspicion of free trade, multinational business and global institutions.
http://www.thenewsliteracyproject.org/
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more on fake news in this IMS blog
https://blog.stcloudstate.edu/ims?s=fake+news
Posted by Jordan Crook (@jordanrcrook)
Most students can’t tell fake news from real news, study shows
A Stanford study found that the majority of middle school students can’t tell the difference between real news and fake news. In fact, 82 percent couldn’t distinguish between a real news story on a website and a “sponsored content” post.
The WSJ: Of the 8,704 students studied (ranging in age from middle school to college level), four in ten high-school students believed that the region near Japan’s Fukushima nuclear plant was toxic after seeing an unsourced photo of deformed daisies coupled with a headline about the Japanese area. The photo, keep in mind, had no source or location attribution. Meanwhile, two out of every three middle-schoolers were fooled by an article on financial preparedness penned by a bank executive.
But with 62 percent of U.S. adults getting the majority of their news from social media, the responsibility for this issue also lies with the social media organizations themselves, such as Facebook and Twitter. Both Google and Facebook have made steps toward thwarting the fake news onslaught, including banning fake news organizations from their ad network.
Even in minuscule amounts, fake news has a much greater ability to spread quickly and be consumed by many given the nature of the salacious headlines themselves.
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more on fake news in this IMS blog:
https://blog.stcloudstate.edu/ims?s=fake+news
http://www.primaryresearch.com/AddCart.aspx?ReportID=397
The survey data is based on a survey of more than 500 scholars drawn from more than 50 major research universities in the USA, Canada, the UK, Australia, New Zealand and Ireland. Data is broken out by various criteria, such as type of university, scholar’s country, gender, political views, academic subject specialty, academic title and other criteria.
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more on collaboration in academia in this IMS blog
https://blog.stcloudstate.edu/ims?s=collaboration
| Plamen Miltenoff: http://web.stcloudstate.edu/pmiltenoff/faculty/ relevant classes I teach and might be of interest for you: http://web.stcloudstate.edu/pmiltenoff/lib290/. if you want to survey the class, here is the FB group page: https://www.facebook.com/groups/LIB290/ and http://web.stcloudstate.edu/pmiltenoff/lib490/ |
short link to this presentation: http://bit.ly/lib4anth
Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/
what is social media from anthropological point of view?
a study, the “Why We Post” project, has just been published by nine anthropologists, led by Daniel Miller of University College, London. worked independently for 15 months at locations in Brazil, Britain, Chile, China (one rural and one industrial site), India, Italy, Trinidad and Tobago, and Turkey.
In rural China and Turkey social media were viewed as a distraction from education. But in industrial China and Brazil they were seen to be an educational resource. Such a divide was evident in India, too. There, high-income families regarded them with suspicion but low-income families advocated them as a supplementary source of schooling. In Britain, meanwhile, they were valued not directly as a means of education, but as a way for pupils, parents and teachers to communicate.
How would you answer if addressed by this study? How do you see social media? Do you see it differently then before?
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https://www.nytimes.com/2016/11/20/business/media/how-fake-news-spreads.html
http://gcml.org/the-global-critical-media-literacy-educators-resource-guide/
https://www.pinterest.com/pin/595460381951548696/
Students will be introduced to exercises, experiences, and assignments, which focus on developing student’s classroom engagement, empowerment, critical awareness of media, civic engagement, and adoption of a social justice agenda. The guide enables students to work with faculty to produce GCMLP Webpage content, which can be consumed by the public to help expand citizen’s understanding of key events and processes in the global society. Furthermore, participating students will be granted academic and employment opportunities through the GCMLP, so they can be equitable participants in the 21st century economy.
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more on fake news in this IMS blog
https://blog.stcloudstate.edu/ims?s=fake+news
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Here are some excerpts regarding Koch brothers’ attempts to influence higher education:
http://www.dailykos.com/story/2013/8/9/1230049/-Koch-Brothers-Influence-Peddling-Is-Your-Alma-Mater-on-the-List
The Charles G. Koch Foundation offered to give the university $1.5 million to hire two assistant professors and fund fellowships and undergraduate curriculum on free-enterprise topics.
“In exchange for his ‘gift,’ the donor got to assign specific readings, select speakers brought to campus and instruct them with regard to the focus of their lectures, shape the curriculum with new courses and specify the number of students in the courses, name the program’s director, and initiate a student club.”
What’s new and interesting about the Koch brothers’ approach to funding academics
https://www.theatlantic.com/education/archive/2015/10/spreading-the-free-market-gospel/413239/
Among the proposed conditions: Teachings must align with the libertarian economic philosophy of Charles Koch, the Charles Koch Foundation would maintain partial control over faculty hiring and the chairman of the school’s economics department—a prominent economic theorist—must stay in place for another three years despite his plans to step down.
Florida State University ultimately didn’t agree to the initial requests when, in 2008, it reached a funding agreement with the foundation. It’s also tightened and clarified policies that affect private donors’ contributions to the university.
http://matthewculnane.co.uk/different-types-mis-disinformation/
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more on fake news in this IMS blog:
https://blog.stcloudstate.edu/ims?s=fake+news
From
Mike Caulfield’s Web Literacy for Student Fact-Checkers
(https://webliteracy.pressbooks.com/)
Fact-Checking Organizations
There are many fact-checking sites outside the U.S. Here is a small sample.