Presented at LOEX 2017, Lexington, KY, May 12, 2017

1. Teaching Popular
Source Evaluation
in an Era of Fake
News, Post-Truth, &
Confirmation Bias
LOEX 2017
Lexington, KY
Lane Wilkinson (@lnwlk)
University of Tennessee at Chattanooga

2. Look familiar?

3. CC BY-NC 2.0 - https://www.flickr.com/photos/shawdm/2327985250/
Fake
News

4. Fake News
Fabricated stories that look credible
and are intended to be shared virally
Fake news succeeds by
monetizing confirmation bias*
CC BY-NC 2.0 - https://www.flickr.com/photos/shawdm/2327985250/
* The tendency to search for, interpret, favor, and recall information that
confirms one’s preexisting beliefs.

5. Fake news isn’t new
CC BY-NC 2.0 - https://www.flickr.com/photos/shawdm/2327985250/

6. How are we responding?
CC BY-NC 2.0 - https://www.flickr.com/photos/shawdm/2327985250/
Lists
Handy charts
Browser extensions
Help from Facebook
LibGuides!

7. CC BY 2.0 - https://www.flickr.com/photos/jhaymesisvip/6497720753/
Before I check
Facebook, I really
ought to read that
LibGuide again.*
* said no student in history

8. Fake news is not our problem
It is a problem.
Just not the one library instruction
needs to address first
CC BY-NC 2.0 - https://www.flickr.com/photos/shawdm/2327985250/

9. The rhetoric is our problem
CC BY-NC 2.0 - https://www.flickr.com/photos/shawdm/2327985250/

10. Post-truth:
The rhetoric of
fake news
CC BY-NC-SA 2.0 - https://www.flickr.com/photos/15938296@N05/1732066334

11. Post-truth defined
Post-truth
“denoting circumstances
in which objective facts
are less influential in
shaping public opinion
than appeals to emotion
and personal belief.”
-Oxford Dictionary
CC BY-NC-SA 2.0 - https://www.flickr.com/photos/15938296@N05/1732066334

12. CC BY-NC-SA 2.0 - https://www.flickr.com/photos/15938296@N05/1732066334
The post-truth mindset
An erosion of trust in mainstream media
and a rejection of traditional popular
sources due to real or perceived bias.
The pursuit of validation from
alternative information sources.

13. CC BY-NC-SA 2.0 - https://www.flickr.com/photos/15938296@N05/1732066334

14. CC BY-NC-SA 2.0 - https://www.flickr.com/photos/15938296@N05/1732066334
Post-truth Problems
“Democratic processes only overcome social
divisions when the public shares a common,
independent, trustworthy news media.”
(Habermas, 1989)
“the colonization of the public sphere by market
imperatives leads to a peculiar paralysis of civil
society”
(Habermas, 2006)

15. CC BY-NC-SA 2.0 - https://www.flickr.com/photos/15938296@N05/1732066334
Post-truth Problems
Librarians can help…
“…but only if information literacy scholars
and practitioners turn their attention
to the factors that motivate such choices.”
(Lenker, 2016)

16. Post-truth
Psychology
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/

17. Cognitive biases & confirmation bias
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
1. Motivated reasoning Two kinds of reasoning:
Directional
Aimed at a specific result
Accuracy-based
Aimed at a correct result
(Kunda, 1990)

18. Cognitive biases & confirmation bias
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
1. Motivated reasoning Directional motivation leads
us to select poorer cognitive
approaches.
It leads us to rationalize
away uncomfortable
evidence.
(Lenker, 2016; Kunda, 1990)

19. Cognitive biases & confirmation bias
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
1. Motivated reasoning
2. The Hostile Media Effect
The tendency of partisans to
see news coverage as biased
in favor of the other side
Strongest with the most
mainstream sources
(Gunther & Liebhart, 2006;
Gunther and Schmitt, 2004)

20. Cognitive biases & confirmation bias
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
1. Motivated reasoning
2. The Hostile Media Effect

21. Cognitive biases & confirmation bias
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
1. Motivated reasoning
2. The Hostile Media Effect
3. Prior knowledge
Dunning-Kruger Effect
Lack of knowledge about a
subject yields overconfidence
in the ability to evaluate
information about that subject.
(Kruger & Dunning, 1999)

22. Cognitive biases & confirmation bias
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
1. Motivated reasoning
2. The Hostile Media Effect
3. Prior knowledge
4. Defensive rationalization
We construct our sense of
self out of our strongest
beliefs.
When a belief is criticized we
often cling to it even more.
(Kaplan, Gimbel, & Harris, 2016)

23. Post-truth Psychology
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
When researching partisan issues, students may show:
A desire to confirm pre-existing beliefs
Skepticism towards mainstream sources
Overconfidence in their evaluation abilities
Defensiveness when challenged

24. CC BY 2.0 - https://www.flickr.com/photos/tesschamakkala/2956927902//
Post-truth pedagogy

25. CC BY 2.0 - https://www.flickr.com/photos/tesschamakkala/2956927902//
Post-truth Pedagogy
Cognitive biases lead students to turn down their
ability to engage in critical thinking.
So, if we want to teach them to evaluate critically, we
have to avoid common triggers of cognitive biases.

26. 1. Timing matters
CC BY-SA 2.0 - https://www.flickr.com/photos/matthewpiatt/1561545085

27. CC BY-SA 2.0 - https://www.flickr.com/photos/matthewpiatt/1561545085
Motivation has to be addressed early
Problem:
Cognitive biases quickly
follow initial impressions
Intervention has little
impact once biases kick in
(Tetlock & Kim, 1987)
Suggestions:
Early instruction makes a
difference
Target when they are
selecting research
questions

28. CC BY-SA 2.0 - https://www.flickr.com/photos/matthewpiatt/1561545085
Motivation has to be addressed early
Work with faculty to get
instruction right at the
beginning of the
assignment process

29. CC BY-SA 2.0 - https://www.flickr.com/photos/matthewpiatt/1561545085
Popular sources come first
Make popular sources a
central part of finding a
research question

30. CC BY-SA 2.0 - https://commons.wikimedia.org/wiki/File:Knight-Crane_Convergence_Lab_-_Flickr_-_Knight_Foundation_(1).jpg/
2. Accountability
matters

31. CC BY-SA 2.0 - https://commons.wikimedia.org/wiki/File:Knight-Crane_Convergence_Lab_-_Flickr_-_Knight_Foundation_(1).jpg/
Accountability matters
Students show more integrative, complex reasoning
when asked to justify their decisions to someone else.
So, give them as much opportunity as possible to explore
their decisions with their peers.
(Taber & Lodge, 2006; Tetlock, 1983; Druckman, 2012)

32. CC BY-SA 2.0 - https://commons.wikimedia.org/wiki/File:Knight-Crane_Convergence_Lab_-_Flickr_-_Knight_Foundation_(1).jpg/
Let the students drive

33. CC BY-SA 2.0 - https://commons.wikimedia.org/wiki/File:Knight-Crane_Convergence_Lab_-_Flickr_-_Knight_Foundation_(1).jpg/
Reflection, reflection, reflection

34. CC BY-SA 2.0 - https://commons.wikimedia.org/wiki/File:Knight-Crane_Convergence_Lab_-_Flickr_-_Knight_Foundation_(1).jpg/
Accountability matters
When students feel empowered and take ownership
over their own search and evaluation behaviors, they
are more receptive to suggestions for improvement.
(Taber & Lodge, 2006; Tetlock, 1983; Druckman, 2012)

35. CC BY 2.0 https://www.flickr.com/photos/mjmonty/3626810940
3. Google is not the
enemy

36. CC BY 2.0 https://www.flickr.com/photos/mjmonty/3626810940
Popular sources and databases

37. CC BY 2.0 https://www.flickr.com/photos/mjmonty/3626810940
Teaching Google
Problem:
Regardless of their search
abilities, students are most
comfortable using Google
Pushing the “versus”
mindset leads to
defensiveness
Suggestions:
Use Google to teach
popular sources, not the
databases

38. CC BY 2.0 https://www.flickr.com/photos/mjmonty/3626810940
Let them show you how they Google
gun control

39. CC BY 2.0 https://www.flickr.com/photos/mjmonty/3626810940
4. Avoid
controversial topics

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Avoid controversy
Problem:
Polarizing topics encourage
directional reasoning,
strong opinions, and
defensiveness.
Suggestion:
Don’t use polarizing
examples!

41. CC BY 2.0 https://www.flickr.com/photos/mjmonty/3626810940
Avoid controversy
Problem:
But we need to address
issues of social justice!
Suggestion:
Students can’t evaluate
social issues at all if they
don’t learn to evaluate in
the first place.

42. CC BY 2.0 https://www.flickr.com/photos/mjmonty/3626810940
Critical thinking skills have to be learned before
critical consciousness can be raised.
Avoid controversy

43. CC BY 2.0 https://www.flickr.com/photos/mjmonty/3626810940
Avoid controversy
Work with faculty to create assignments that
avoid or reframe polarizing topics.
“opposing viewpoints” style topics
only encourage confirmation bias

44. CC BY 2.0 https://www.flickr.com/photos/mjmonty/3626810940
Non-polarizing examples
Kentucky derby and steroids

47. Is it credible? Use the CRAAP Test!

48. CC BY-SA 3.0 - https://commons.wikimedia.org/wiki/File:Bayes%27_Theorem_MMB_01.jpg/
5. Rethink reliability

49. CC BY-SA 3.0 - https://commons.wikimedia.org/wiki/File:Bayes%27_Theorem_MMB_01.jpg/
The CRAAP test?
Currency
Relevance
Authority
Accuracy
Purpose
It’s harder than it looks…

51. CC BY-SA 3.0 - https://commons.wikimedia.org/wiki/File:Bayes%27_Theorem_MMB_01.jpg/
The CRAAP test?
Currency
Relevance
Authority
Accuracy
Purpose
Can CRAAP establish the
credibility/reliability of an article?

52. CC BY-SA 3.0 - https://commons.wikimedia.org/wiki/File:Bayes%27_Theorem_MMB_01.jpg/
Rethink reliability
No.
The CRAAP test is a test for the usefulness of a
source, not the reliability or credibility of a
source.

53. CC BY-SA 3.0 - https://commons.wikimedia.org/wiki/File:Bayes%27_Theorem_MMB_01.jpg/
Rethink reliability
A source is reliable (credible) to the extent
that it tends to produce true beliefs.
Three points
Reliability does not apply to individual articles
Reliability is a matter of degree
Reliability is earned over time
(cf. Goldman, 1999)

54. CC BY-SA 3.0 - https://commons.wikimedia.org/wiki/File:Bayes%27_Theorem_MMB_01.jpg/
How do students learn what’s reliable?
Problem:
Students don’t know which
popular sources are more
reliable than others.
Suggestion:
Show students how to limit
to reliable sources from the
start.

55. Kentucky derby and steroids site:.nytimes.com

57. CC BY-SA 3.0 - https://commons.wikimedia.org/wiki/File:Bayes%27_Theorem_MMB_01.jpg/
But, all media is biased
Problem:
But isn’t all media biased?
Suggestion:
All media is biased
≠
No media can be trusted

58. CC BY-SA 3.0 - https://commons.wikimedia.org/wiki/File:Bayes%27_Theorem_MMB_01.jpg/
All media is biased
But some media are more biased than others.
Source: “What you know depends on what
you watch: Current events knowledge
across popular news sources.” (2012).
Farleigh Dickinson PublicMind Poll

59. CC BY-SA 3.0 - https://commons.wikimedia.org/wiki/File:Bayes%27_Theorem_MMB_01.jpg/
Where’s the critical thinking?
Problem:
If we just tell them which
sources are reliable, where
does critical thinking fit in?
Suggestion:
Shift your focus to the
search process, not the
search results

60. 6. Focus on the
processCC BY-NC 2.0 - https://www.flickr.com/photos/carlyhag/5180423211

61. CC BY-NC 2.0 - https://www.flickr.com/photos/carlyhag/5180423211
Focus on process, not articles
“accountability for the decision process,
contrary to accountability for decision outcomes,
makes decision processes more accurate and unbiased”
(Jonas, Schulz-Hardt, Frey, & Thelen, 2001)

62. Focus on information needs
CC BY-NC 2.0 - https://www.flickr.com/photos/carlyhag/5180423211

63. Focus on information needs
CC BY-NC 2.0 - https://www.flickr.com/photos/carlyhag/5180423211
Information
Needs
Background
Current Events
Data
Opinion
Research
Information
Types
Encyclopedias
Books
Newspapers/sites
Magazines/sites
Government sites
Blogs
Essay websites
Scholarly literature
Etc.
Information
Quality
Now you can CRAAP!
(if you want)

64. In sum…
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/

65. In sum…
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
We can’t teach popular source evaluation
just by telling students how to evaluate.
We have to teach in a way that does not
trigger confirmation bias.

66. In sum…
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
We have to:
1. Time instruction early
2. Incorporate accountability
3. Engage them on their turf (Google)
4. Avoid controversial topics (at first)
5. Separate reliability from CRAAP
6. Focus on the search process, not the outcomes

67. In sum…
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
Teaching popular source evaluation is as much
about how you teach as it is what you teach.

68. Thank You
CC BY 2.0 - https://www.flickr.com/photos/tim_uk/8135755109/
Lane Wilkinson
University of Tennessee at Chattanooga
@lnwlk
senseandreference.wordpress.com