I completed a self-paced information fluency training that resulted in a collegiate level informationfluency certification. The training was rigorous (aprox 4 hours) and included over 14 tutorials on a variety of subjects focused on the idea of readily identifying relevant information online and verifying the validity of said data.
Information fluency was not something I had previously considered as an important topic. Especially, considering my age bracket and how we were dissuaded from using any online sources in our research papers during high school and undergrad. I have an innate skepticism of almost all sources in which I am not familiar.
However, I did learn a number of valuable skills for interacting online and considering the varied backgrounds of my students, it is definitely something I will include in my curriculum design.
The article “Teaching Zack to Think” (November, 1995), highlights the potential pitfalls students may encounter when taking for granted the validity of information online. Zack utilized biased sources to support his work concerning the legitimacy of the holocaust. Information fluency skills would enhance the online students ability to sift through the wheat from the chaff in the ever expanding online universe.