To be 'information literate' means a person knows they need information, knows where to begin their information search, can evaluate the quality of resources found and can apply selective criteria to determine the best possible resources found. Watching the evening news, reading a book, scanning the headlines or listening to a speech all provide avenues to apply what is called 'media literacy' to the larger field of information literacy (the other literacy is called 'computer or technology literacy').
Indicators
of Scholarship
|
Indicators
of Propaganda
|
Describes the limit of data.
|
Uses excessive claims of
certainty.
|
Presents accurate descriptions of
alternative views.
|
Uses personal attacks and
ridicule.
|
Presents data that is
well-rounded.
|
Uses emotional appeals.
|
Encourages debate, discussion and
criticism.
|
Distorts data unfavorable to
preferred views.
|
Settles disputes by use of
generally accepted criteria for evaluating data.
|
Suppresses contradictory views.
|
Looks for counter-examples.
|
Suppresses contradictory facts.
|
Uses language in agreed-on-ways.
|
Appeals to popular prejudices.
|
Uses up-to-date information.
|
Relies on suggestion or negative
innuendo.
|
Admits own ignorance or lack of
knowledge when necessary.
|
Devalues thought and critical
appraisal.
|
Attempts to discuss general laws
and principles.
|
Transforms words to suit aims.
|
Finds own field/area of
investigation difficult and full of holes.
|
Magnifies or minimizes problems
and suggested remedies.
|
Relies on critical thinking
skills.
|
Presents information and views
out-of context.
|
From Bodi, Sonia. "Scholarship or
Propaganda: How Can Librarians Help Undergraduates Tell the Difference?" Journal of
Academic Librarianship.21 (1995): 21-25.
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