[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598817-105":59,"doc-detail-598817-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","volume-10-issue-1-empowering-students-communications-in-information-literacy-perspectives","Volume 10 - Issue 1 - Empowering Students Communications in Information Literacy - Perspectives","","Volume 10, Issue 1 (2016) “Perspectives” presents a course designed to strengthen students’ information literacy in an online, information-saturated environment. The paper explains how students confront confirmation bias through self-assessment and research on a social justice issue using web, news, and academic sources. It outlines the course’s analytical goals: evaluating source trustworthiness, building critical judgment, and linking information literacy to cognitive dissonance and an educational philosophy supporting dialogue and inquiry.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/volume-10-issue-1-empowering-students-communications-in-information-literacy-perspectives/598817/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/volume-10-issue-1-empowering-students-communications-in-information-literacy-perspectives/598817.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central concern motivates the course described in the paper?","Question",{"text":112,"@type":113},"Educators increasingly worry about how students conduct research online and whether they can evaluate information critically rather than accepting results unreflectively.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students engage with confirmation bias in the course?",{"text":117,"@type":113},"Students assess their own tendency toward confirmation bias and then research a social justice issue using multiple information sources, with emphasis on judging reliability and trustworthiness.",{"name":119,"@type":110,"acceptedAnswer":120},"What theoretical ideas support the course’s approach to learning?",{"text":121,"@type":113},"The paper connects information literacy to confirmation bias and cognitive dissonance, drawing on Paulo Freire’s dialog-based educational philosophy to help learners question existing worldviews.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598817,1792251526,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Volume 10, Issue 1, 2016 [PERSPECTIVES]  \nEMPOWERING STUDENTS TO MAKE SENSE OF AN INFORMATION-SATURATED WORLD  \nThe evolution of Information Searching and Analysis  \nJames H. Wittebols University of Windsor  \nHow well students conduct research online isan increasing concern for educators at all levels, especially higher education. This paper describes the evolution of a course that examines confirmation bias, information searching, and the political economy of information as keys to becoming more information and media literate. After a key assignment in which students assess their own tendency to engage in confirmation bias, students research a social justice issue across web, news and academic research resources. Designed to build good analytical skills in assessing the trustworthiness of a variety of sources of information, the course empowers students as researchers, citizens and consumers.  \n[PERSPECTIVES EDITED BY CAROLYN GAMTSO]  \nWittebols, Empowering Students Communications in Information Literacy 10(1), 2016  \nINTRODUCTION  \nInformation literacy has become a buzz phrase of the new century. Thirty years of digital technology development have made searching for information decidedly easy. The results of the searching, however, often leave much to be desired. This paper will detail how a course focused on information literacy was devised and implemented.  \nSeveral years ago, I began to see problems with how students used information gathered online. I came up with a unit in my Sociology of the News Media course that focused on how to judge the integrity of a news website. While that assignment seemed helpful, I sensed that there were some larger issues involved that meant I needed to work further into how students do research electronically in order to get them to do their research more critically.  \nThe larger issues involved human curiosity, a misplaced faith in search engines, and our propensity to engage in confirmation bias.“Confirmation bias” is the term used for our tendency to be psychologically invested in the familiar and in what we already believe, and to be less receptive to information that contradicts what we believe (Nickerson, 1998) . The multi-layered problems related to the idea of information literacy ultimately led to the realization that a full course was necessary. Information literacy is not just a matter of mechanics, but also involves understanding the importance of cognitive dissonance and the problem of confirmation bias as integral elements in helping students become better able to sort out information that is reliable and trustworthy.  \nThe theoretical elements behind this new  \ncourse draw upon the educational philosophy of Paulo Friere, whose work focused on helping illiterate Brazilians become critical citizens and agents (Friere, 1970; Shor, 1980) . His method helps students work through the social contradictions that foster social injustice and inequality. Friere gets students to question the given state of affairs about their lives and helps them look at their situation in anew way. It is a “fish out of water”discovery process wherein a fish that has only experienced water as a living environment discovers there are other ways to live in the world. The “fish out of water”is experiencing cognitive dissonance (Festinger, 1964), a situation in which a person’s worldview is disrupted by new information which contradicts or supplants the current view. An individual experiencing this dissonance can deal with it in one of two ways: reject the new source of information and reinforce the existing worldview, or weigh the truth value of the competing viewpoints and determine if the closely-held views should be revised. The former we have identified as confirmation bias, which does not challenge the reader to resolve the contradiction. The latter approach is more demanding on learners, but opens the possibility of changing one’s views.  \nFriere is very salient with regard to a more critical approac","cbCaiedSHI1r2mMA","https://ap.wps.com/l/cbCaiedSHI1r2mMA","pdf",539621,13,"English","# Introduction\n## Course design for information literacy\n## Confirmation bias and cognitive dissonance\n## Educational philosophy and learning process","[{\"question\":\"What central concern motivates the course described in the paper?\",\"answer\":\"Educators increasingly worry about how students conduct research online and whether they can evaluate information critically rather than accepting results unreflectively.\"},{\"question\":\"How do students engage with confirmation bias in the course?\",\"answer\":\"Students assess their own tendency toward confirmation bias and then research a social justice issue using multiple information sources, with emphasis on judging reliability and trustworthiness.\"},{\"question\":\"What theoretical ideas support the course’s approach to learning?\",\"answer\":\"The paper connects information literacy to confirmation bias and cognitive dissonance, drawing on Paulo Freire’s dialog-based educational philosophy to help learners question existing worldviews.\"}]","Volume 10 - Issue 1 - Empowering Students Communications in Information Literacy - Perspectives | PDF",1792087657,33]