Concept Of Information Literacy Fallacies Short Journal
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Concept Of Information Literacy Fallacies Short Journal
Hello, I have linked all the information. Please follow his journal guidelines. I attached the guidelines to his journal as well as the articles u should use and the links to the videos needed for the journal questions.
https://www.youtube.com/watch?v=8qb-h0sXkH4
https://www.youtube.com/watch?v=1ronp6Iue9w
JOURNAL QUESTIONS:
After watching the video on five fallacies, tell me which fallacy you have encountered most in your life (either you using them, a friend using them, or encountering people in politics/media using them). Which fallacy was the least familiar to you? How can recognizing these fallacies help you become a better critical thinker?
In your own words, what is the concept of information literacy? How can the 5 steps covered in the video help you in your life beyond college?
In your own words, what were the overall findings in the “Maybe a Free Thinker.” reading? Why do you think they found a different outcome for the subjective measure of critical Thinking vs the objective measure?
Most people will say they are critical thinkers if you ask them, but most people do not actually use critical thinking techniques in their discourse or decision-making. What do you think causes this disconnect between belief and action? Give an example of actions that demonstrate that a person is actually using critical thinking in their lives (make sure to incorporate concepts from the readings)?
What suggestions are given in the reading “To Combat Conspiracy Theories…” to combat the spread of misinformation? Do you think these suggestions could succeed? Why or why not?
What do you think are the 3 biggest social problems facing your community right now? For each, on a scale of 1-10 (where 1 is easy and 10 is impossible), how hard do you think it would be to solve each problem?
Concept Of Information Literacy Fallacies Short Journal
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Concept Of Information Literacy Fallacies Short Journal