Truth in the Digital Age: What Are We Really Consuming?
Truth in the Digital Age: What Are We Really Consuming?
In today’s
digital world, information is abundant, but the truth isn’t always easy to
find. This week’s readings included “The ACRL Framework for Information
Literacy for Higher Education” by the Association of College & Research
Libraries, and “The Liturgists Podcast: Fake News & Media Literacy.” These
readings remind us that to be truly literate, we need more than just access but
also critical skills to evaluate and ethically use information.
The ACRL
Framework emphasizes that information literacy is a set of integrated
abilities. It’s not just about finding sources; “it’s about understanding how
information is produced, questioning authority, and recognizing that research
is iterative” (ACRL, 2016). When students and educators engage in these
concepts, they become empowered. They don’t only consume knowledge, but also to
critique and contribute to it.
The
Liturgists episode expands this by exploring the emotional and psychological
influence of media. We often consume information in a bubble, unaware of how
algorithms shape our beliefs. Misinformation isn’t just a technological flaw
but a cultural one.
Honestly, to
describe my information diet, I would use the example of fast food. I would say
“fast food” because of my frequent quick scrolls through Instagram, headlines
on Twitter (now X), and whatever came up first in Google. Since exploring these
frameworks, I’ve begun to intentionally diversify and slow down my consumption.
I use fact-checking sites like Snopes,
read long-form journalism like NPR,
and verify sources through academic databases.
In the role
of a school librarian, this information diet should be a well-balanced,
nutritious blend of peer reviewed journals, emerging e-tech trends, culturally
responsive literature, and youth media. Librarians must also stay aware of
disinformation patterns affecting their students. For example, TikTok trends to
political rhetoric. In the upcoming rise of TikTok, we must teach students to recognize
content being made for social media and actual events happening in the real world.
Librarians as well as teachers should try and serve as filters, guides, and
allies.
When we
think of technology and media, we must remember that they are not neutral. They
amplify both truth and falsehood. We need to be conscious curators of our
information environment, and not just passive consumers. And as future
librarians, we are responsible for helping others do the same.
References
Association of College &
Research Libraries. (2016). Framework for information literacy for higher
education. American Library Association. https://www.ala.org/acrl/standards/ilframework
The Liturgists. (2017, March 22). Fake
news & media literacy [Audio podcast episode]. In The Liturgists
Podcast. https://theliturgists.com/podcast/2017/3/22/fake-news-media-literacy
Social Media Literacy. (n.d.). Why is social media literacy important? [Image]. ConnectSafely. https://www.connectsafely.org/why-is-social-media-literacy-important/
Snopes Media Group Inc. (n.d.). Snopes: The definitive fact-checking site and reference source for urban legends, folklore, myths, rumors, and misinformation. https://www.snopes.com/
NPR. (n.d.). National Public Radio: News, analysis, and podcasts. https://www.npr.org/
The fast food metaphor for an information diet really resonates with me. Like fast food, information can be quick, easy, and convenient, but not always healthy. It can leave you feeling overwhelmed or misled. That said, sometimes a bit of fast food hits the spot, just like a quick news snippet or viral post can be informative or satisfying in the moment. Snopes is new to me, and is an interesting concept. Fact-checking sites are crucial in today’s digital world, although they aren't always perfect either. With so much misinformation out there, it’s becoming harder and harder to separate fact from fiction.
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