In today’s ever-evolving digital landscape, developing strong information literacy skills is more critical than ever. The "Did You Know (Shift Happens)" video conveys the urgency of preparing learners to navigate vast amounts of information effectively. Using the National Forum on Information Literacy (NFIL) infographic as a framework, I have explored tools that support students in evaluating, analyzing, and synthesizing information. I have found four key elements that I’d like to discuss below.
Resources for Information Literacy
News Literacy Project - Checkology
NFIL Connection: Critical Thinking, Ethical Use of Information
Discovery: I found this while exploring the American Library Association’s website. My campus librarian recommended that it might be a good source for this type of investigation.
Evaluation: Checkology provides interactive lessons on evaluating news sources, distinguishing fact from opinion (something students from each era of my teaching life have struggled with especially with the introduction of the concept “fake news”), and recognizing misinformation. It is particularly strong in addressing media literacy and ethical considerations.
Neglected Areas: While strong in analyzing credibility, it does not focus on digital citizenship or the technical aspects of information organization. I also wish that there was an element within Checkology that addressed misinformation that runs rampant on social media forums that my students frequent more often than more “traditional” news outlets.
Common Sense Education’s Digital Citizenship Curriculum
NFIL Connection: Digital Citizenship, Responsible Use of Information
Discovery: Each campus that I have taught at has earned the distinction of being a Common Sense campus, so I am familiar with the program and its effectiveness with my former and current students.
Evaluation: Common Sense Education offers structured lessons on digital footprints, cyber ethics, and responsible behavior online. The lessons are engaging for students because they offer real world examples and scenarios that make the content more applicable to their daily lives.
Neglected Areas: While it excels in digital ethics, Common Sense does not explicitly teach how to evaluate information using techniques like source credibility assessment.
Google Fact Check Explorer
NFIL Connection: Evaluating Information, Critical Thinking
Discovery: We are always using some aspect of the Google suite on my campus (and previous campuses), and I found this one particularly useful for fact-checking claims.
Evaluation: This tool collects fact-checking articles from trustworthy organizations and allows students to verify information. It helps students create a habit of verifying claims before accepting them as truth–hopefully helping them navigate misinformation and yearn to seek the truth.
Neglected Areas: Even though the source is strong in regards to source verification with the goal of being able to verify information, it doesn’t explicitly teach students digital literacy skills or how to ethically use the information that they have evaluated.
Perusall (Collaborative Annotation Tool)
NFIL Connection: Understanding and Analyzing Information
Discovery: This tool was recommended in a summer professional learning session when I started in my new district for enhancing student engagement with texts–perking up the ears of this reader and English educator.
Evaluation: Perusall, much like Kami which I already use and am familiar with, allows students to annotate texts collaboratively. It encourages critical thinking and analysis through peer interaction.
Neglected Areas: As a close reading tool with emphasis on collaborative writing and learning, it doesn’t showcase any misinformation detection unless that is explicitly part of the lesson created by the teacher, not the tool.
Examples of Student Work
1. Collaborative Fact-Checking and Source Analysis with Presentation/Portfolio (SAMR - Redefinition)
(C) Learning Objective: Students will analyze various news articles (NewsELA, CNN, etc.) to determine credibility using Checkology followed by Google Fact Check Explorer.
(P) Pedagogical Approach: Inquiry-based learning and collaborative research
(T) Technology Affordance: Students use Checkology to learn credibility indicators and apply them using Google Fact Check Explorer to verify real-world claims. They can then present their findings in a presentation or digital portfolio.
2. Digital Citizenship Reflection (SAMR - Modification)
(C) Learning Objective: Students will reflect on their digital footprint and responsible online behavior using Common Sense Education’s lessons.
(P) Pedagogical Approach: Reflective learning and discussion-based teaching
(T) Technology Affordance: Students create a multimedia presentation on digital responsibility. The presentation must incorporate annotated examples using Perusall to demonstrate awareness of ethical online behavior as they have collaborated with their peers.
Redesigning a Unit
Learning Problem and Outcomes
A common learning problem in my classroom is that students struggle with evaluating online information for credibility and bias. They often come into contact with misinformation and accept it without questioning the source, the material, etc. This leads to difficulty using credible and worthwhile sources during any unit where research is paramount. In order to address this concern, the learning outcomes for this unit include:
Identifying credible sources using structured evaluation techniques,
Applying critical thinking skills to distinguish between fact and opinion, and
Demonstrating ethical use of digital information.
Applying Learning Theory for a Solution
Constructivist learning theory, which emphasizes active engagement and inquiry-based learning, can help address this issue. By guiding students through hands-on activities, discussions, and real-world application, they develop deeper comprehension of information literacy concepts. It’s all about making connections between the classroom and the world outside of it; that’s how I’ve been able to find success in the past.
Technology Integration with TPACK
Technology Tools (T): Checkology, Google Fact Check Explorer, Perusall, Common Sense Education curriculum
Content Objectives (C): Evaluating sources, understanding bias, and ethical use of digital information.
Pedagogical Approach (P): Inquiry-based learning, collaborative discussions, and project-/research-based assignments.
SAMR Model Justification
The redesigned unit reaches the Modification and Redefinition levels of SAMR. The fact-checking and collaborative annotation activities reconstruct traditional source evaluation by allowing students to engage with more authentic, meaningful examples. The ability to annotate and discuss sources using Perusall further redefines how students interact with digital texts and with their peers who are also attempting to navigate the misinformation that we are all inundated with in our daily lives.
Conclusion
Over the past 10 years of teaching, I have seen students struggle to distinguish between credible and misleading information. By introducing interactive platforms like Checkology and Google Fact Check Explorer, students become more inquisitive and analytical. Passive consumption of content decreases and students instead question, verify, and engage with information critically. While some NFIL areas remain unexplored, these resources empower students to navigate the digital world confidently. As an educator, there’s no greater reward than seeing students transform into independent and informed thinkers ready to take on the world of modern information and digital media.
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