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How to Cite a Movie in APA Style | Format & Examples

Published on November 5, 2020 by Jack Caulfield. Revised on June 16, 2022.

This article reflects the APA 7th edition guidelines. Click here for APA 6th edition guidelines.

To cite a movie in APA Style, list its director(s) in the author position and the production company as publisher. The title is written in sentence case and italicized, followed by the label “Film” in square brackets.

The in-text citation includes the last name of the director, and the year. If you are referring to a specific quote or scene from the movie, add a timestamp to direct the reader to the relevant part.

APA format | Last name, Initials. (Director). (Year). Movie title [Film]. Production Company.
APA reference entry | Scott, R. (Director). (1979). Alien [Film]. Brandywine Productions.
APA in-text citation | (Scott, 1979, 0:45:14)

The citation format for TV shows is slightly different.

Citing movies in different formats

In general, you don’t need to specify the format in which you watched the film. However, if you are discussing a specific version of the film (for example, if you refer to the special features of a DVD), you can specify the version in the citation.

Lanthimos, Y. (Director). (2015). The lobster [Film; DVD release]. Film4.

Where to find source information for a movie citation

The source information you need for your citation can usually be found in the movie’s end credits or on the packaging for a physical release. Otherwise, you can check on IMDb.

Information on the production company can be found further down this page, under the heading “Company Credits.”

Check out other APA examples

Citing personal communications in APA Style | Citing tables and figures from other sources in APA Style
How to cite a book in APA Style | How to cite a brochure in APA Style
How to cite a conference paper in APA Style | How to cite a court case in APA Style
How to cite a dictionary in APA Style | How to cite a dissertation in APA Style
How to cite a government website or report in APA Style | How to cite a journal article in APA Style
How to cite a law in APA Style | How to cite a magazine article in APA Style
How to cite a movie in APA Style | How to cite a newspaper article in APA Style
How to cite a patent in APA Style | How to cite a PDF in APA Style
How to cite a podcast in APA Style | How to cite a PowerPoint in APA Style
How to cite a press release in APA Style | How to cite a report in APA Style
How to cite a speech in APA Style | How to cite a survey in APA Style
How to cite a TED Talk in APA Style | How to cite a TV show in APA Style
How to cite a tweet in APA Style | How to cite a webpage with no author, date, or title in APA Style
How to cite a website in APA Style | How to cite a YouTube video in APA Style
How to cite an encyclopedia in APA Style | How to cite an image in APA Style
How to cite an interview in APA Style | How to cite the Bible in APA Style

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This article reflects the APA 7th edition guidelines. Click here for APA 6th edition guidelines. To cite a movie in APA Style, list its director(s) in the

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What is APA Style?

APA style was created by the American Psychological Association. It is a set of rules for publications, including research papers.

In APA, you must cite sources that you have paraphrased, quoted or otherwise used to write your research paper. Cite your sources in two places:

1. In the body of your paper where you add a brief in-text citation.

2. In the References list at the end of your paper where you give more complete information for the source.

You might find the American Psychological Association's page of Handouts and Guides helpful, notably

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LibGuides: APA Style (7th Edition) Citation Guide: Introduction

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. APA style was created by the American Psychological Association.

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Research Guides: APA Citation Style, 7th edition: General Style Guidelines

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The following reference styles are in use at QUT

Referencing and using sources

The following types of media are available for Referencing and using sources

APA

The following types of media are available for APA

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Formatting

Note: All citations should be double spaced and have a hanging indent in a Reference List.

A "hanging indent" means that each subsequent line after the first line of your citation should be indented by 0.5 inches.

Below is a link to an APA sample paper that contains instructions about how to format a hanging indent in a paper.

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LibGuides: APA Style (7th Edition) Citation Guide: How to Cite: Other

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LibGuides: APA Style (7th Edition) Citation Guide: How to Cite: Other

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BUSTING SOME MYTHS ABOUT 'THE INQUIRY CYCLE

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BUSTING SOME MYTHS ABOUT 'THE INQUIRY CYCLE

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I once read an interview with a hero of my early teaching days - Donald Graves. He was asked about the way people had misinterpreted his 'process writing' model and replied that sometimes he wished he'd never written it down! Years later I understand the frustration behind that sentiment. It's hard to do justice to the complexities and nuances of inquiry in writing. So much gets lost. Something that is rich, layered and multidimensional can come across as flat, linear and recipe-like. Over the years, I have published several books that share a 'cycle of inquiry' and the kinds of learning engagements that we might design within a cycle. I have seen hundreds of interpretations of this idea in classrooms. Many have been gratifying and exciting. Teachers who really 'get' the intention, understand the complexity and invite their students into the learning have blown me away with what they have done. And I have also seen (and heard) many bewildering versions or iterations of the cycle that are such a long way off the original conceptualization and intent! Ironically, I have seen slavish adherence to a cycle actually impede rather than enhance inquiry.
So why even 'have' such a cycle?
Articulating a model or framework for the process of inquiry is a helpful way to support and guide our practice. The intention of the 'cycle' is to guide the teacher's (and learner's ) thinking beyond simply coming up with 'activities' and towards a more thoughtful process that assists students to move from the known to the new. The need to 'name' some kind of process was first revealed to me as a young teacher by my fabulous mentors Marilyn Woolley and Keith Pigdon. They helped me move beyond thematic planning and into a more rigorous way of thinking about how to guide learning. Once I understood constructivism - it made sense to me to describe what was such a natural process of building understanding over time. My job as a teacher was to help design experiences for learners that would support the brain's best inclinations to wonder, look for patterns, seek new information, link to prior learning and transfer. While it has changed over time, the cycle I now use owes much to Woolley and Pigdon's visionary work.

Here are some of the more common misconceptions about 'the cycle' and my response to them. I hope it is as useful to read as it has been to write!!
Misconception 1: Inquiry is all about 'the cycle'. We DO the cycle....therefore, we DO inquiry.
Simply using an inquiry cycle does not make us inquiry teachers. As I have written before, inquiry is a 'way of being' in the classroom. Yes, there are planning frameworks that can support the ways in which we design learning experiences for and with students but this is only part of the inquiry story. An inquiry teacher knows how to question students in ways that enhance and deepen thinking, how to offer choice and honour voice, how to seize an unexpected moment for investigation and how to embed learning in purposeful context It's a pedagogy - not just a planning framework.
Misconception 2: The cycle is a recipe. We need to follow the stages in sequence for it to 'work out' in the end.
Nope. It's a flexible framework. Not a recipe. Essentially, inquiry cycles provide labels for a process that is common to many disciplines. Most people agree that inquiry : involves time to establish your current thinking, your needs and questions, some 'hunting and gathering' of information/ideas/ data, some sorting organizing and meaning making and some kind of creation/application/transfer/use. And most agree that this process is cyclical in nature. New discoveries lead to new questions and so on. But this process is much neater on paper than it is in practice. True inquiry is often messy and recursive. We gather and sort then realize we have new questions so we return to some more gathering. In the cycle I use, I place great emphasis on the role of 'tuning in' to students' thinking to establish pathways for investigation. While it often sits at the 'start' of the process - I return to 'tuning in' regularly. These are phases more than they are stages, elements more than they are steps. There is nothing contained, neat or particularly orderly about a lot of inquiry BUT having a relatively simple iteration of it in the form of this cycle can help us think more clearly and actually better manage the messiness without getting overwhelmed!
#Misconception 3: All inquiries go through the same phases over a similar time frame.
Much as it would be convenient, no two inquiries are the same. Although most journeys will contain elements of this cycle, starting points, emphases and time frames vary from context to context and depend on the group of students, their age level and what they bring to the journey in the first place. I have seen some beautiful inquiry journeys travelled within an hour. I have seen some that last a year. I have seen some that really don't involve much 'action' but are highly worthwhile and engaging and others that are really all about the action.
# Misconception 4: Using a 'cycle' as a guide, we can plan a complete unit of inquiry for students
I think this is the most troubling use of the cycle I see. The cycle should INFORM planning, guide it but it doesn't mean we can create the whole thing before we start. When I use a planner with the elements of the cycle in it - I see that planner as a guide throughout the process - not as a template to be filled in one sitting. The cycle is emergent....how kids 'sort out' the ideas information depends on what they gather - and that is not something we can determine in detail. The cycle unfolds.
#Misconception 5: The cycle is for teachers.
Students benefit from having some 'meta-language' to attach to processes they use as inquirers. Some kind of framework should be developed for and WITH students that helps everyone gain a shared language. Making this visible to students helps them think about how journeys of inquiry are both similar and different. It is really useful to display the cycle but only if it is referred to, analysed, played with and critiqued!
#Misconception 6: The cycle only applies to 'units of inquiry' in disciplines like science and social studies.
I see many examples of this cycle in action in a range of disciplines and contexts. Some 'tweaking' is needed at times to best fit the nature of the discipline but it is interesting to explore this kind of transfer. Check out for example - the great work done on http://www.iphys-ed.com about inquiry based PE or Bruce Ferrington's application of the cycle to math inquiry - http://authenticinquirymaths.blogspot.co.at/
# Misconception 7: It's my way or the highway or 'there is only one cycle'....
There are many versions of a 'cycle of inquiry'. The fact that there ARE many versions is healthy and affirming. I love the different emphases, language and uses of these cycles and think that, together, they help offer us lots to consider as we continue to clarify this intriguing process in our own minds . Explore various cycles. Look for patterns...where do they all agree? Find one that works for you and your students. Create your own - but be consistent. Shared language across a school has great benefits.

A cycle of inquiry helps us plan and teach with intention. When it is understood, it pushes us beyond simply coming up with 'activities' and challenges us to think about how skills and concepts can be developed and deepened over time. It gives us some shared 'meta' language to use with students and colleagues

How do YOU use a cycle of inquiry to inform your work as an inquiry teacher?
...Just wondering....

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Busting some myths about 'the inquiry cycle'.... - KATH MURDOCH

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I once read an interview with a hero of my early teaching days - Donald Graves. He was asked about the way people had misinterpreted his 'process writing' model and replied that sometimes he wished he'd never written it down! Years later I understand the frustration behind that sentiment.

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‘Inquiry is the dynamic process of being open to wonder and puzzlements and coming to know and understand the world ’ (Alberta Learning, 2004). ’Simply put, inquiry is the personal path of…

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Handbook

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Inquiry Institute - Great Results Begin with Great Questions

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Great Results Begin with Great Questions

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Rutgers: school of communication & Information

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Rutgers: school of communication & Information

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Authors: Carol C. Kuhlthau, Leslie K. Maniotes, Ann K. Caspari
> About the Authors
Download the Presentation: Guided Inquiry Design Framework
Guided Inquiry professional development, training workshops, residential institutes and book clubs, contact Dr Leslie Maniotes - lesliekm67@gmail.com
Guided Inquiry is an innovative team approach to teaching and learning where teachers and school librarians, with other experts and specialists, join together to design and implement inquiry learning. It engages children in constructing personal knowledge while using a wide range of sources of information and creatively sharing their learning their fellow students in an inquiry community. Guided Inquiry Design is grounded in the research of the Information Search Process (ISP) that describes students' process of learning from a variety of information sources in extensive research projects. The ISP research goes inside the inquiry process to reveal ways to guide students in deep engaging learning.
Research Foundation of Guided Inquiry Design
For many years I have been conducting research on the process of learning from a variety of sources of information (Kuhlthau 1985, 2004, 2005). The second edition of Seeking Meaning (2004) is a good summary of this work. My studies opened insights into students' perspective of their experience in research projects. I investigated students' feelings as well as their thoughts and actions while they were in the stages of learning from various sources of information described in my model of the Information Search Process (ISP). What is too often thought to be a simple report or a routine term paper assignment was found to be a complex inquiry process that requires guidance, instruction, and assistance for optimal learning for every child.

In these studies I investigated students' thoughts, feelings and actions while they were involved in extensive research projects. I found that they progress through six identifiable stages, which I named for the main task to accomplish in each stage, plus a seventh assessment stage.

Initiation: initiating a research project

Selection: selecting a topic

Exploration: exploring for focus

Formulation: formulating a focus

Collection: collecting information on focus

Presentation: preparing to present

Assessment: assessing the process (Kuhlthau, 1985)

Six Stages in the Information Search Process (ISP)
These studies showed that students' thoughts are charged with emotions that influence the actions they take. Students experience a dip in confidence and an increase in uncertainty when they least expect it, during the Exploration stage. They often expect to be able to simply collect information and complete the assignment. This simple view of the research process sets up stumbling blocks, especially in the Exploration and Formulation stages. When their expectations do not match what they are experiencing, they become confused, anxious and frustrated. The early stages of the ISP reveal the struggle they experience in learning in an extensive inquiry project. Feelings are important and indicate when they are having difficulty and when they are doing well on their own (Kuhlthau, 2004).

Let's take a closer look at each stage in the ISP and what it tells us about guiding inquiry.
Initiation: Initiating a Research Assignment
Students often feel apprehensive and uncertain about what is expected of them and overwhelmed at the amount of work ahead. Talking with classmates is a natural action to take, but some feel they should be "going it alone" and that checking with others might not be "entirely fair." It is important to make sure that students understand that it is not only fair to talk about their ideas and questions, it is necessary to have these conversations at this stage to begin to get their thinking going.
Selection: Selecting a Topic
Many students want to select a specific topic or question quickly and dive right into collecting information and completing the assignment. This is where students can go astray right at the beginning. They need lots of groundwork before they can form meaningful questions that they want to pursue and that are worth investigating. Selection is a time for introducing and expanding on the general topic to be researched.
Exploration: Exploring for a Focus
In preparation for forming important questions, students need to build background knowledge on the general topic and to discover interesting ideas. A common problem is that many students skip over the Exploration and Formulation stages and attempt to move on to the Collection stage without having formed a focus for their research. For most students, the Exploration stage is the most difficult in the research process. As they browse information about their topics, they become confused by ideas that don't fit together. They encounter inconsistencies and incompatibilities of different perspectives and differing points of view. They have difficulty determining importance from everything in a text. They need to understand that there are different kinds of reading for different stages in their learning process. At this stage they are exploring for interesting ideas rather than collecting detailed information. They need to learn to browse through a variety of texts, skimming and scanning to get a general picture. They need to recognize when to slow down and read to gain sufficient background knowledge and to pick up interesting ideas. Exploration is best achieved by jotting down interesting ideas from a variety of sources rather than taking extensive, detailed notes from one text. Students need support, structure, and strategies for learning from different sources of information to assimilate new ideas and form a focused question from the ideas that arise in their explorations.
Formulation: Formulating a Focus
Formulating a focus marks the turning point of the ISP when students identify a focus, an area of concentration, "something to center on," and clarify their research question. Once they have formulated a focus for their research, their feelings of uncertainty and confusion begin to diminish and confidence increases. It is important to note that forming a focused question comes at the midpoint of the ISP not at the beginning as often expected.
Collection: Collecting Information on Focus
A good focus is one in which ideas continue to grow and evolve based on thorough reading of information and detailed note taking in the Collection stage. Students assume a "study" frame of mind of concentrated attention. A clear focus enables students to determine importance in what they are reading. It helps them to discriminate between less significant facts and more important ideas. A good focus can be adapted and altered as they continue to learn while they read, write and collect information. Interest in the project deepens as students get further along in constructing an understanding of their focused question.
Presentation: Preparing to Present
The Presentation stage marks the beginning of the writing process that introduces another set of challenges. Students who construct their ideas as they collect information are better prepared for writing and creatively presenting what they have learned. They experience fewer writing blocks because they have been constructing their learning all the way through the research process. These students often express a sense of accomplishment and satisfaction in what they have learned and created. Students that merely collect facts in a "cut and paste" fashion have difficulty preparing an original presentation and often express disappointment and boredom with their inquiry project.
Assessment: Assessing the Learning
The way students feel at the close of a research project is a good way to assess what went well and what problems they encountered in the research process. Feelings of satisfaction and accomplishment indicate that they constructed their own understanding of their topic. Feelings of disappointment and boredom indicate a "cut and paste" approach with little real learning. Self-assessment gives students a sense of how to approach future research assignments and inquiry projects. After several research projects, these students showed that they had internalized the stages in the ISP as their own "process" explaining that this is the "way I learn."
Impact of ISP Model
The ISP has become one of the standard models of information seeking behavior and one of the most highly cited in the field. Over the years the ISP research has changed the way many librarians and teachers help students with project-based learning. It has opened a window into what students are experiencing when they are constructing new understandings and learning from multiple sources in the dynamic information environment. It has revealed ways to guide students in their learning. Students need considerable guidance and intervention in learning throughout the inquiry process in order to construct personal understanding. Without guidance, they tend to expect a simple collecting and presenting assignment that leads to copying and pasting with little real learning. With guidance, they are able to construct new understanding in the stages of the ISP and gain personal knowledge and transferable skills in learning from a wide variety of information sources.

From the ISP to Guided Inquiry Design
GUIDED INQUIRY DESIGN FRAMEWORK
Kuhlthau, Maniotes, and Caspari 2012
From the ISP to Guided Inquiry Design
The ISP model describes what students' experience in the phases of the inquiry process. These studies provide solid evidence on how to guide learning in the inquiry process that prepares students for learning, living and working in the information age. The Guided Inquiry Design framework is built around the ISP with specific direction for guiding students in each phase of the inquiry process.

Guided Inquiry opens the inquiry process at Initiation, immerses students in background knowledge at Selection, guides in exploring interesting ideas at Exploration, enables identifying an inquiry question at Formulation, supports gathering to address the question at Collection, intervenes for creating and sharing at Preparation, and assesses throughout the inquiry process and evaluates at the close. Let's take a closer look the Guided Inquiry Design Framework.
Guided Inquiry Design Framework
The Guided Inquiry Design process begins with Open the inquiry to catch students' attention, get them thinking, and help them make connections with their world outside of school. Next is Immerse, which is designed to build enough background knowledge to generate some interesting ideas to investigate. Then Explore those ideas for an important, authentic engaging inquiry question. Next, pause to Identify and clearly articulate the inquiry question before moving on to Gather information. After gathering, Create and Share what students have learned and then Evaluate to reflect on content and process and assess achievement of learning. The shape of the Guided Inquiry Design Process follows the flow of confidence and interest of students in the inquiry process that will help you guide students in reading to learn. This is a general framework for designing an inquiry approach across all curriculum subjects for students of all ages. Think of inquiry as a way of learning in the information age school, not simply as an occasional research assignment.

Now let's look at each phase in the inquiry process and think about how to design student learning in each phase.

Open is the invitation to inquiry at the beginning of the inquiry process. It is a distinct and important phase of the process that sets the tone and direction of the inquiry. Once the learning team has decided on the learning goals, they need to create a powerful opener that invites the learners in and introduces the general topic to engage all of the students. The main goal is to open students' minds and stimulate curiosity and inspire them to want to pursue the inquiry. The opener is designed to spark conversations and stimulate students to think about the overall content of the inquiry and to connect with what they already know from their experience and personal knowledge. It sets the stage for learning.

In the Immerse phase, the students build background knowledge together through an immersion experience. The learning team designs engaging ways for students to immerse in the overall ideas of the curriculum area under study, for example reading a book, story, or article together; viewing a video; or visiting a museum, a field site, or an expert. The main task of Immerse is to guide students to connect with the overall content and to discover interesting ideas that they want to explore further. As they build background knowledge together, each student reflects on ideas that matter to him or her and are worth further reading and investigation.

In the Explore phase of Guided Inquiry, students browse through various sources of information exploring interesting ideas to prepare to develop their inquiry question. The learning team guides students to apply the reading strategies of browsing and scanning a variety of sources. Students dip into a few texts to read lightly in order to make sense of the information they find and to raise lots of questions. "Dipping in" is a reading strategy that enables students to go further into interesting ideas without becoming overwhelmed by a multitude of specific facts. Students can easily become overwhelmed by all the information and confused by facts that don't fit together. The learning team guides them to keep an open mind as they explore and reflect on new information they are encountering and to begin to find questions that seem particularly important to them. Guiding students through the Explore phase leads them to form a meaningful inquiry question.

In the Identify phase learners pause in the inquiry process to develop a meaningful inquiry question and form a focus. In Guided Inquiry they have had lots of preparation for this phase. Students are ready to identify an important question for their inquiry because of the time they have spent immersing and exploring to build enough background knowledge to ask meaningful questions. The main task of the Identify phase is to construct an inquiry question from the interesting ideas, pressing problems and emerging themes they have explored in various sources of information. The team introduces strategies that enable each student to think through information and ideas to clearly articulate a focused question that will frame the rest of their inquiry.

A clearly articulated question gives direction for the Gather phase. Gather sessions are designed to help students collect detailed information from a variety of sources. In this way they are learning to determine importance in what they are concentrating on in their reading, listening and observing. The learning team guides students in locating, evaluating and using information that leads to deep learning. The main task of the Gather phase is for students to choose what is personally meaningful and compelling about their inquiry question in the information sources they find and reflect upon. The learning team guides students in a structured approach for managing their search and documenting what they are learning. First students "go broad" to find a range of sources that are useful for understanding their inquiry question. Next students "go deep," by choosing a core of the most useful sources to read closely and reflect with sustained attention as they find connections and gain personal understanding.

After students have thoughtfully gathered enough information to construct their own understandings of their inquiry question, they are ready to organize their learning into a creative presentation during the Create phase. Creating a way to communicate what they have learned about their inquiry requires students to articulate what is most important about their subject and enables them to integrate their ideas more firmly into deep understanding. The learning team guides students to go beyond simple fact finding and reporting and to summarize, interpret and extend the meaning of what they have found and create a way to share what they have learned. Create sessions are designed to guide students to reflect on all they have learned about their inquiry question and decide what type of presentation will best represent their ideas for a particular audience. The learning team guides students in creating a meaningful, interesting, clearly articulated, well-documented presentation that tells the story of what they have learned.

Share is the culminating phase in the inquiry process when students share the product they have created to show what they have learned. Students have become experts on the question for their inquiry community. They now have the opportunity and responsibility to share their insights with their fellow students and communicate their learning to others. Their inquiry products may be shared with a wider audience, such as their parents or another group of students in their school or in another school, perhaps online. An important component of Guided Inquiry is the collaborative learning that takes place when students share what they have learned in the inquiry process.

The Evaluate phase, which occurs at the close of the inquiry process, is an integral part of Guided Inquiry. Although Guided Inquiry incorporates assessment for determining student progress throughout all of the phases of the inquiry process, evaluation occurs at the end when the learning team evaluates students' achievement of the learning goals. In addition, the learning team guides students in reflection for self-assessment of their content learning and their progress through the inquiry process. Students' self-reflection takes place while the entire process is fresh in their minds to reinforce content learning and establish good habits and competencies for learning and literacy.
Guided Inquiry Design for teaching and learning in the information age schools
Competency in using all kinds of information for clear, deep understanding is essential for every child in today's world. Guided Inquiry provides opportunities for children to learn strategies in locating, evaluating and using a wide range of media and a variety of texts and puts all of their strategies and skills into action throughout the inquiry process. Starting at youngest age, children are introduced to inquiry as a way to learn that prepares them for living and working in the information age. As students continue through the elementary and middle school and on to high school Guided Inquiry creates an environment that motivates them to want to learn. It engages them in determining importance and meaning by connecting the curriculum with their world for deep lasting learning. The Guided Inquiry Design framework is an innovative, dynamic approach to teaching and learning for providing information age education for children across the United States and in countries around the world.
References
Kuhlthau, Carol, Leslie Maniotes and Ann Caspari. Guided Inquiry: Learning in the 21st Century, Libraries Unlimited, 2007.

Kuhlthau, Carol, Leslie Maniotes and Ann Caspari. Guided Inquiry Design: A Framework for Inquiry in your School, Libraries Unlimited, 2012.

Kuhlthau, Carol. Seeking Meaning: A Process Approach to Library and Information Services, 2nd ed. Libraries Unlimited, 2004.

Kuhlthau, Carol. Teaching the Library Research Process, Scarecrow Press, 1985.
Todd, R., Kuhlthau, C. C., and Heinstrom, J. 2005. Impact of School Libraries on Student Learning. Institute of Museum and Library Services (IMLS) Leadership Grant Project Report http://cissl.rutgers.edu.
Contact Dr. Leslie Maniotes for professional development, training workshops, residential institutes and book clubs at lesliekm67@gmail.com

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Authors: Carol C. Kuhlthau, Leslie K. Maniotes, Ann K. Caspari > About the Authors Download the Presentation: Guided Inquiry Design Framework Guided Inquiry professional development, training workshops, residential institutes and book clubs, contact Dr Leslie Maniotes - lesliekm67@gmail.com Guided Inquiry is an innovative team approach to teaching and learning where teachers and school librarians, with other experts and specialists, join together to design and implement inquiry learning.

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Resources and Downloads to Facilitate Inquiry-Based Learning

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Find information, strategies, protocols, and tools to promote curiosity and engage students in asking questions, thinking critically, and solving problems.

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“Todo individuo tiene derecho a la libertad de expresión; este derecho incluye el no ser molestado a causa de sus opiniones, el de investigar y recibir informaciones y opiniones, y el de difundirlas, sin limitación de fronteras, por cualquier medio de expresión”

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“Storytelling is a great tool that can be used to teach children how to deliver the truth. Once that is mastered, they can use it to find out if others are telling the truth.”

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Young people associate credibility of a source by “how high a story appears on search results”

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Stanford researchers find students have trouble judging the credibility of information online

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Education scholars say youth are duped by sponsored content and don’t always recognize political bias of social messages.

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DURACIÓN: 3 horas

TEMAS CLAVES

La naturaleza de la información en línea

Explorando el hardware y el software de las computadoras

Leyes de propiedad intelectual en la edad de la información digital. Protección del software de la computadora y los datos electrónicos

Servicios digitales, incluyendo la traducción por computadora, voz a texto y transcripción de audio

Aprendizaje a través del Internet (es decir: aprendizaje en línea (E-learning))

Preservación digital y formatos digitales

OBJETIVOS DE APRENDIZAJE

Después de completar esta unidad, los profesores serán capaces de:

Describir lo digital vs. lo analógico, incluyendo la creación, almacenamiento, transporte, distribución y preservación de las fases de la información digital

Utilizar las capacidades básicas de las herramientas de productividad para el procesamiento de palabras, almacenamiento de archivos, acceso a fuentes remotas de información, y la comunicación interpersonal

Utilizar la tecnología de la información para re-definir muchos aspectos de la experiencia académica y personal

Comprender y aplicar las leyes de propiedad intelectual incluyendo los bienes comunes creativos y las licencias de derecho de autor

Buscar en el Internet utilizando técnicas relevantes (motores de búsqueda, directorios de temas y puertas de entrada (gateways)

Entender el papel de los proveedores de información (por Ej. bibliotecas, museos y archivos para preservar la información digital)

ENFOQUES PEDAGÓGICOS Y ACTIVIDADES

Almacenamiento de la información de formato digital, permitiendo que sea accesible utilizando una amplia gama de dispositivos, no como en otras formas de información analógica. Este acceso flexible hace que la digitalización sea importante y también da énfasis a la necesidad de aprender destrezas digitales junto con las destrezas de información. Esencialmente, la alfabetización digital incluye el analizar, localizar, organizar, evaluar, crear y utilizar la información utilizando la tecnología digital. Hable sobre las ventajas de tener la información en un formato digital (transmisión eficaz, almacenamiento, investigación, manipulación, compatibilidad, etc.)

Si los profesores tienen un conocimiento limitado o no tienen conocimiento sobre las computadoras y el software, planifique una serie de sesiones en un laboratorio de computadoras (física o virtual). Guíe a los profesores para que se familiaricen con lo básico del hardware, software, redes y servidores. Esto también puede incluir las destrezas básicas de teclado y "Mouse", tipos de archivos y archivo. También se debe exponer a los profesores a los elementos básicos del software de fuentes abiertas y a la tecnología de bajo costo. Entregue a los profesores una lista de software con licencia y los dispositivos populares de hardware de computadora. Solicite a los profesores que investiguen en Internet y que hagan una lista de por lo menos dos ejemplos de software abierto y dispositivos de hardware de computadora de bajo costo con funciones similares a las de las herramientas seleccionadas que tienen licencia. Evalúe de una forma crítica las posibles ventajas y desventajas de cada una

ACTIVIDADES

Investigue en Internet y en otros recursos en línea, tales como bases de datos y bibliotecas electrónicas y recolecte información sobre un tema específico de investigación. Reduzca las fuentes de información para que calcen en su propósito de investigación. Busque palabras claves, operaciones lógicas (por Ej. "y", "o") y determine qué elementos trabajan mejor y por qué

Cree un plan de actividades o un conjunto de actividades para que los estudiantes utilicen varios recursos de los medios digitales para preparar un proyecto, evaluación o deber. Hable sobre las características que las nuevas tecnologías brindan a las personas con discapacidad para que tengan acceso a la información digital (por Ej. acceso a la red y la creación de documentos digitales en formatos accesibles)

Estudie un sitio en Internet que se utilice para dar cursos sobre educación a profesores o cualquier otro programa educativo. Revise cómo se organiza esta información y cómo se tiene acceso al sitio. ¿Qué recursos de información digital se utilizan? ¿Cómo se integran los recursos digitales a los materiales del curso? Practique hacer uso de este sito y hable sobre lo útil que puede ser para el aprendizaje y cuáles son las limitaciones. Hable sobre las ventajas y desventajas

Visite varios "blogs" y "wikis" que han sido creados por individuos o en colaboración con otras personas. ¿Qué tipo de intercambio de información se da en estos medios en línea? ¿Para qué propósito sirve la información? ¿Quién provee la información? ¿Cuáles cree usted que son las motivaciones y los motivos?

Visite un sitio Wiki educativo y analice como presenta y enseña su curso o materia. Cree un sitio Wiki sobre un tema de actualidad en educación (por ej, mejorar las destrezas básicas de lectura y matemáticas en los primeros años de escuela). Organice un forum para una capacitación de profesores sobre el Wiki, y revise los beneficios y limitaciones de compartir la información utilizando esta plataforma

Experimente creando un blog sobre un tema relacionado con la educación en su país. Debería ser un tema de actualidad que atraiga el interés y la capacidad de respuesta (por Ej. mejorar el acceso a la educación primaria y secundaria para los más pobres de la sociedad, diversificar el acceso a la información para los estudiantes de la escuelas secundarias para que mejoren la calidad de la enseñanza, por qué los pobres se hacen cada vez más pobres en una época de mayor conocimiento e información, etc.)

Hable, desde el punto de vista de los estudiantes, acerca de ¿qué información digital debería ser preservada? ¿Cuáles son los principales criterios de selección y las soluciones técnicas disponibles, y cómo se puede asegurar la sostenibilidad? ¿Cuáles son otros aspectos de este tema de preservación?

Identifique los instrumentos internacionales que están disponibles para la preservación de la información digital (por Ej. La Carta de la UNESCO sobre la Preservación del Patrimonio Digital, archivo digital y lineamientos de preservación)

- Visite el sitio en red de una Biblioteca Patrimonio de la Humanidad t Hable sobre la importancia de la preservación y la promoción del patrimonio documental dentro del contexto de un desastre natural, como el terremoto de Haití, y hable sobre el trabajo realizado por los archivistas del Archivo Nacional de Haití. Encuentre el artículo que ilustra la situación de Haití después del terremoto en enero del 2010.

- Pregunte a los estudiantes por qué se necesita un archivo en la red y cómo se hace

RECURSOS PARA ESTE MÓDULO:

http://dis.shef.ac.uk/literacy. Este es un sitio que habla sobre las características de alfabetización informacional. También tiene enlaces a otros sitios en red y recursos de alfabetización informacional

UNESCO. 2008. Towards Information Literacy Indicators - conceptual framework paper. Paris, UNESCO fi http://www.big6.com. Este sitio en la red tiene una gran cantidad de recursos relacionados con las etapas de la alfabetización informacional

Gaunt, J., Morgan, N., Somers, R., Soper, R., and Swain, E. 2007. Handbook for Teaching Information Literacy. Cardiff, Cardiff University

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UNIDAD 3: ALFABETIZACIÓN INFORMACIONAL DIGITAL

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DURACIÓN: 3 horas La naturaleza de la información en línea Explorando el hardware y el software de las computadoras Leyes de propiedad intelectual en la edad de la información digital.

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Free self-paced online courses and workshops on media making and teaching for all educators!

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Arniel Ping, Media and Information Literacy Teacher and Subject Coordinator (Social Studies)

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Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 1)- Definition, Importance, Fundamental Elements, and Critical Thinking

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Learning Competencies Learners will be able to... 1. define media literacy (SSHS); 2. discuss and value the importance of media literacy (SSHS); 3. explain the f...

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Fake news is a more critical question than ever, and some students in Washington are learning how to think more critically about their media consumption.

Recently, a group of students visited Washington's Newseum, and discussed the matter of fake news. The students were a visiting group from Virginia's Annandale High School, and some of them will begin their IB studies at the school this fall.

The Newseum launched a class called "Fighting Fake News" in May this year and has since welcomed an unanticipated number of school classes. The challenge is to help young people understand the difference between real and fake news. Idris, one of the students, says he started paying a lot more attention to the news after taking a government class at school, and now checks Twitter up to 20 times a day for global news. It was on Twitter that he learned that not all accounts with names containing words like "news" or "daily" are reporting facts.

It is important to know how to find the red flags and how to fact-check news. "Your gut can only take you so far," the Newseum's educator, Kim Ash, tells the students. "Don't be intimidated. If you see a story and you're asking, 'Is this true or not?' You have the power to find out", she adds.

Distinguishing fact from fiction is an important part of the IB learner profile, which encourages critical thinking and open-mindedness. Learn more about how to make students aware of fake news here.
Read the full article on the Washington Post here
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Aspiring IB students fight fake news at Newseum

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Fake news is a more critical question than ever, and some students in Washington are learning how to think more critically about their media consumption. Recently, a group of students visited Washington's Newseum, and discussed the matter of fake news.

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One Gut Check and Four Steps Students Can Apply to Fact-Check Information | KQED

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A new approach seeks to equip university students with the tools of fact-checkers.

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I read a good article today on NPR's All Tech Considered, Fake Or Real? How To Self-Check The News And Get The Facts.
Except I figure people who aren't schooled in figuring out the difference aren't likely to be reading an NPR article.
So I quickly put together this infographic based on the article and a link provided to a google doc, False, Misleading, Clickbait-y, and/or Satirical "News" Sources, prepared by Melissa Zimdars, an assistant professor of communication and media at Merrimack College.

Is it helpful? Is it accurate? Please comment. I'll collect feedback and make revisions for version 2.0.

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[infographic] Fake news or real news? 10 tips to getting the facts for yourself - Stone Soup Creative

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I read a good article today on NPR's All Tech Considered, Fake Or Real? How To Self-Check The News And Get The Facts. Except I figure people who aren't schooled in figuring out the difference aren't likely to be reading an NPR article. So I quickly put together this infographic based on the article and a...

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Realidad vs. Percepción

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Media and Information Literacy (MIL) - 1. Introduction to Media and Information Literacy (Part 1) Communication, Communication Models, Media Literacy, Information Literacy, Technology (Digital) Literacy, and MIL

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Introduction to Media and Information Literacy (Part 1) The learners will be able to... 1. describe the nature of communication and the concepts related to it (S...

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Below the headline is a photo of the actress with a military buzz cut, along with a quote about how she'd shorn her iconic blonde locks for a role.

The online article, printed on handouts that Alexis Gerard has distributed to her class at Clemente Middle School in Germantown, Maryland, is startling. It's irresistible.

Gerard is using the story to remind the 11- and 12-year-olds they shouldn't believe everything they read online.

"There's so much fake news out there, they really don't know what's true anymore," Gerard says.

That's why educators like her around the world have launched programs to help students navigate this bewildering media landscape.

In the Czech Republic, high schools teach teens to identify propaganda from Russia.

In Sweden, students as young as 10 are schooled on how to consume news.

And in Pennsylvania, a state lawmaker wants mandatory media literacy classes in all public schools.

"The sophistication in how this false information is disguised and spread can make it very difficult for someone, particularly young people, to determine fact from fiction," says Rep. Tim Briggs.

Fake news and kids

Kids are web savvy. But that doesn't necessarily mean they're media savvy.

A survey by Common Sense Media, released earlier this month, really brought home that point.

In it, 44% of tweens and teens said they can tell the difference between fake news stories and real ones. But more than 30% admitted they shared a news story online -- only to find out later that it was wrong or inaccurate.

"There was sort of a filter on what was available to kids," says Bob Thomas, a middle school education technology specialist in Massachusetts. He's referring to the traditional gatekeepers of old media.

"And now those filters are all off. Anyone can publish (anything) on the web. In a way, it's a sad thing."

Fighting against fiction

So, how do you prepare against that?

For educators, it means equipping themselves with some new weapons.

One of them is a course created by the nonprofit, the News Literacy Project that teachers from California to Virginia are adding to their classrooms. It includes a 10-question checklist for identifying fake news.

Some of the red flags are easy to spot.

Is the story missing a byline? Is the headline in ALL CAPS? Is there excessive punctuation? Are they promising you something "the media" doesn't want you to know?

Some take a little more thought.

Who published it? Is the tone a little sensational? Is the content genuinely trying to inform you, or just trying to get you to see ads?

Cynicism helps

Teachers say it's working. Part of the reason: Kids, particularly middle schoolers, are inherently cynical.

Patricia Hunt, who teaches government at a high school in Arlington, Virginia, say her students were already learning how to evaluate sources academically. So doing the same for news sources was a natural next step.

"Question what you hear. Question authority," she tells them. "Question the perspective. Question the sources."

Learning the difference

At Atlanta's Midtown International School, six boys and a girl sit around one big table. Their assignment: Find a story that interests them, find what's false within it, debunk it and then create a public service announcement to fight back against its lies.

The students work independently, but they can't help but pass their computers around, sharing the articles they find too ridiculous not to laugh at together.

"I normally know the difference between propaganda and news," says Andrew Boyacigiller, a seventh grader. But he says the class has helped him discern between credible news outlets and ones that are just trying to match ads with eyeballs.

"I think (this class) is changing what news I would actually pick."

Their media literacy teacher is a bearded young man named Munib Rezaie. The students have been studying fake news all week - what it looks like, why it's written and how it spreads. They use sites like Snopes and FactCheck.org to cross-check the stories they find.

And slowly but surely, they're forming a habit.

Ray Gipson is another seventh-grader in the class.

"I didn't really have a way of knowing what was what," he says. But now he double checks articles that look questionable. "Even being slightly (more) aware, it's a really big difference."

After all, he says, there's so much information in the world.

CNN's Brandon Griggs contributed to this story.

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Story by Madeline Holcombe, CNN
Photographs by John Nowak and Frank Bivona

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Schools are teaching kids to fight fake news

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Below the headline is a photo of the actress with a military buzz cut, along with a quote about how she'd shorn her iconic blonde locks for a role. The online article, printed on handouts that Alexis Gerard has distributed to her class at Clemente Middle School in Germantown, Maryland, is startling.

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If you are reading this you are probably in an IB school - which means you are very lucky because you almost certainly have a school librarian to support you. But what is the unique role that a librarian should have in your education, and how can you make the most of what your librarian is offering?
It's not all about books!
School libraries around the world are under threat ( BBC, 2017; ABC news, 2017; Citylab, 2019)and, as school budgets are being squeezed, many regard a professional librarian (and often even a library) as a luxury they can't afford rather than an educational necessity. The problem is largely one of definition, and of understanding (both among school leaders and librarians themselves) of what a school librarian does - and that is why the situation is often different in IB schools. The traditional definition of a librarian is " a person in charge of or assisting in a library" (1), where a library is " a building or room containing collections of books, periodicals, and sometimes films and recorded music for use or borrowing by the public or the members of an institution " (2).

In a world where so much information is freely available online, ebooks are on the rise and many print books are cheap to buy, some have even suggested that libraries should be replaced by a well-known online retail giant ( Guardian, 2018). But regardless of the arguments about the importance of books in education (and I am convinced they are still very important), the real problem often lies in school librarians grounding their identity in books and reading, not in education. The central purpose of schools is education and that should be the central purpose of school librarians too. If "they aren't buying what we're selling" then maybe the problem is with us, not them!

Fortunately, the IB recognises this and has published a document entitled Ideal libraries ( IBO, 2018) explaining (3) what you should be able to expect from your school library. It defines (school) libraries as " combinations of people, places, collections and services that aid and extend learning and teaching." (p.2). Notice that books aren't mentioned at all - not because they aren't an important and valuable part of our job, but because they are a tool we use to achieve our purpose, not the reason we exist. This astonishing and inspiring document goes on to explain the key roles of the librarian, and I am going to use it to explain what you should be expecting from your school librarian, and why they are a fundamental part of your IB education.
So what does a school librarian do?
The IBO says in Ideal Librariesthat:

Library/ians act as curators of information, caretakers of content and people, catalysts of people and services, and connectors to sources of information, multiliteracies, and reading. Librarians' responsibilities are inspired by the learning environments they engage with, and in that capacity, they are co-creators of information with the school and the wider community. They challenge learners to seek appropriate information, to use sound methods of inquiry and research, and teach them to question the information they find and use. (p.5)

In short, your librarian is the person to know if you want to learn how to access and work with information to generate and/or answer an inquiry question. You might expect your librarian to have the skills to locate and access information on whatever obscure topic you may have chosen for your EE (or IA), but our role goes far beyond that. It's our job to be able to teach you to understand how to journey from the vague stirrings of an interest in a topic all the way through to a carefully researched, tightly argued and appropriately sourced and referenced essay answering a thoughtfully worded inquiry question within the space of about nine months, reflecting as you go. In short, it is our job to turn you into an academic researcher (although we prefer the term inquirer).
Shaping the EE process

Your teachers and supervisors are subject specialists, but your librarian is the specialist in inquiry. " Inquiry is an approach to learning whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic or issue. It requires more of them than simply answering questions or getting a right answer." (Kuhlthau, 2007, p. 2). More broadly, " inquiry is a dynamic process of being open to wonder and puzzlement and coming to know and understand the world, [and] as such, it is a stance that pervades all aspects of life and is essential to the way in which knowledge is created" ( Galileo Educational Network).

The Extended Essay may be your first major step into the type of inquiry where you have real freedom to choose your own topic, so it makes sense that it should be guided by someone who really understands the process. At Oakham School, our journey with inquiry began with an examination of the EE process and how it could be reshaped to support our students more effectively. In 2010 Darryl Toerien, the Head of Library, had been developing his understanding of inquiry through the work of Carol Kuhlthau and Barbara Stripling. He realised that the EE process that he had inherited when he joined the school in 2008 was largely driven by an administrative need to make sure that students met certain deadlines rather than by a deep understanding of the inquiry process and what it would take for them to get there.

Oakham School's first EE timetable (2001-3 cohort)

Most glaringly, students were expected to select their research question within four weeks of their first introduction to the EE, but were then only given dedicated off-timetable time to work on the EE six months later, a week before their first draft was due. While they were expected to start gathering research materials much earlier, there was no real expectation of any substantial reading until EE "research week", when they needed to do their reading and writing together in a fairly short concentrated space of time.

From his understanding of Kuhlthau's Information Search Process, Darryl realised that the inquiry question only emerges from a deep understanding of the topic, achieved by using resources to investigate the topic and build understanding. You go into your investigation with an idea and a direction, and emerge with an understanding of an appropriate question to answer. He also realised that the most challenging, transformative and important work of the EE is not what is often called the "research" - finding resources and reading them - or even writing the essay. It is what comes in between those two - constructing a new (to you) understanding of your topic based on what you have read. This is what changes you and equips you to write an original, evidence-based essay, rather than a disjointed patchwork of other people's thoughts. But this takes time and support.

Our current timetable is based on a blend of Information Search Process and The FOSIL Cycle, developed by Darryl based on the Stripling Model of Inquiry within the Empire State Information Fluency Continuum.

The FOSIL Cycle

The FOSIL cycle is a clear description of all the stages of inquiry, resting on a foundation of decades of research and it would require a blog post of its own to explain how the cycle works and the impact it has on teaching and learning - if you are interested visit the The FOSIL Group website for more information about the cycle, free downloadable resources and a community of educators sharing their ideas in our forum.

By understanding how the inquiry process works, we can guide our students more effectively through it. In this particular case we realised that students had almost no time for Connect and Wonder (the background research and exploration required to understand a topic well enough to ask good questions) and often skipped Construct (building understanding) altogether as they jumped from Investigate (finding out) to Express (writing).

Adding Kuhlthau's Information Search Process, which described what students might be thinking, doing and feeling at each stage, into the timetable was the final piece of the puzzle.

Oakham School's current EE support structure (2019-21 cohort): Based on the FOSIL cycle and the Information Search Process

We began to understand how students might be feeling at different stages of the process and when the most appropriate times to offer support were. In terms of structured support (provided centrally to the whole cohort, as opposed to that provided by supervisors) we went from just one seminar at the start of the process to three, backed up by two dedicated IT workshops. We also split the Research Days into two chunks, giving students three Investigation Days off timetable to find resources and start working with them quite early in the process (February), with plenty of time to continue reading, follow up leads and acquire new resources, think through what they had read and discuss it with their supervisors in between that and the Writing Days (June). This Construct time is critical to helping students find their own voices. This is what the new timetable looks like in practice:

Hopefully you can see that this timetable is now informed by an understanding of the inquiry process and the student experience, rather than an administrative need for students to reach certain goals. The Library is also now integral to the EE process, not peripheral. This is the value of involving the Librarian in shaping the EE process.
Supporting the EE process
We now support the EE process through:

Offering three compulsory targeted seminars at appropriate intervention points.

Offering two compulsory targeted IT workshops at appropriate intervention points. As our provision has improved further down the school, we are finding more students arriving in the sixth form able to use the tools in Word to cite and reference and generate contents lists. This year we plan to offer parallel sessions for those who have never used these tools before and those who feel reasonably confident and just need a reminder.

Supporting students in small groups and individually during the Investigation and Writing Days. It's amazing how often students who thought they were pretty good at searching come out of these seminars surprised at how much they have learnt - if your library offers similar seminars it would be worth attending.

Providing a web-based support resource (in our case a LibGuide) supporting students at every stage of the process. Our new EE LibGuide absolutely transformed our EE support last year, empowering students to access the support they need whenever they need it, moving through the process at their own pace. Having launched the resource in December 2019 with no idea of what was to come, the guide also enabled us to provide our strongest support ever, despite the coronavirus shutdown. We may continue to use some of the strategies we developed last year even after life returns to normal - for example using video tutorials for IT skills enables students to differentiate and self-pace and revisit in a way that live workshops do not, and allows them to choose PC or Mac based tutorials.

Offering individual support as requested. We welcome individual requests by email or (before lockdown!) in person, and students often contact us for help finding resources on obscure topics and on citing different types of resources.

Providing a broad and rich range of print and subscription resources, and purchasing new resources (or suggesting suitable alternatives) on request. Which leads us on to the third strand of the library service - and perhaps the one that springs to mind for most people when they think of the role of the library:

Resourcing the EE process
We have always emphasised using a wide variety of resources for in-depth research like the EE.

I. Books are perfect both for breadth - for reading around, becoming an expert in your topic and putting it into context. They are often (but not always) good academic sources, particularly when from well-known publishers, but you do still have to watch out for bias. Their biggest issue is the publishing time lag, which can mean it is harder to find a range of books about emerging issues, and the cost for niche academic texts.

II. Online journal articles often give very narrowly focussed depth (and can be very current) but have to be used carefully at this level because they can be too focused if you don't have appropriate grounding in that area. Our most commonly used databases for the EE are EBSCO Advanced Placement source and JSTOR - and both have also proved invaluable last year for the range of ebooks they have during lockdown when the physical library was closed. We also saw increasing use of the Oxford Very Short Introductions ebooks, which offer the quality and depth of print books combined with the searchable convenience of online resources.

III. We have other subscription databases as well, and a third important category is targeted databases aimed directly at students at this level, which are increasingly starting to include video as well as print resources. We picked up the fantastic Ideas Roadshow's IBDP Portal resource quite late in the process last year, when many of our students were already quite far into the investigation and were moving towards writing. As we approach the start of our EE process this year, I am confident that this innovative and exciting resource will really come into its own during the Connect stage of the FOSIL Cycle.

The short clips and compilations (each of which comes with an accompanying 1-page PDF providing lots of helpful information related to each video, including citing instructions) and the longer, in-depth conversations with world-leading researchers are ideal for students with a vague idea of the subject and perhaps topics they are interested in, but no clear direction. They are perfect for browsing and stimulating interest - and students who discover a line of inquiry that inspires them are assured of a one-hour detailed conversation with an expert in the field (with an accompanying PDF e-book) underpinning each clip or compilation to kick off their investigation!
Shaping you
As you can see from the above, although my role as a librarian does involve the traditional "librarian" activities of acquiring and curating resources, and helping my students to navigate them, it is actually so much bigger than that. I see my role directly as an educator. Perhaps more than anyone else in the school, it is the librarian's job to nurture, enable and empower life-long learners because our subject is inquiry. I am not constrained by the need to teach my students to pass a Chemistry or Latin or Sports Science exam as well as teaching them how to think and learn independently - how to find, access, interrogate, assimilate, evaluate information and transform it into knowledge for themselves.

Not for me, not for the IB, not for the EE, not for their parents or their teachers. For themselves.

My students think I am supporting them through the EE, but my goal is so much larger. Done properly an EE can be a life changing experience that transforms a young person's relationship with information and knowledge. It may well be the first time in your life when you realise that you have the power to turn yourself into an expert - when you realise that you know more about an academic topic than anyone around you, including your teachers, and that your thoughts and ideas matter.

I want to empower young people to question the narratives the world offers them, and to have the tools to seek authentic answers to those questions. I believe that the skills and attitudes that you learn through a relationship with your Library/ians during your school career will be vital for your success, not just at university but through the rest of your life.

As Ideal Libraries puts it:

"Libraries are where most forms of inquiry, not just academic ones, begin. The school may set the conditions for inquiry, encourage inquiry, and to some extent direct it, but learners must initiate inquiry for it to happen."

You may think librarians spend all day hiding away in the library waiting patiently for someone to come in and ask for a book, but actually we're hard at work (often late into the night) on changing the world, student by student. As the author and film-maker Michael Moore said of librarians back in 2002:

"They are subversive. You think they're just sitting there at the desk, all quiet and everything. They're like plotting the revolution, man. I wouldn't mess with them."

1) Oxford University Press. (2010) Librarian. In Oxford Dictionary of English, edited by Stevenson, Angus. Retrieved June 8, 2020, from https://www.oxfordreference.com/view/10.1093/acref/9780199571123.001.0001/m_en_gb0468920

2) Oxford University Press. (2010) Library. In Oxford Dictionary of English, edited by Stevenson, Angus. Retrieved June 8, 2020, from https://www.oxfordreference.com/view/10.1093/acref/9780199571123.001.0001/m_en_gb0468930

3) IBO (2018) Ideal libraries: a guide for schools. Cardiff: IBO. Retrieved 12 June, 2020, from: https://uaeschoollibrariansgroup.files.wordpress.com/2018/06/ideal-libraries-for-ib.pdf
Jennifer Toerien, Oakham School
Learn more about the IBDP Portal on our website, and request a free, no-obligation, 14-day trial by completing this short form.

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The role of the librarian in the IB DP | JCS

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If you are reading this you are probably in an IB school - which means you are very lucky because you almost certainly have a school librarian to support you. But what is the unique role that a librarian should have in your education, and how can you make the most of what your librarian is offering?

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Young people are particularly susceptible to false stories, according to a study. IB teachers tell IB World magazine how students can guard themselves against bogus reports

Social media is fast becoming a primary news source for many individuals, delivering instant information to an increasingly busy generation.

But following the 'vote-rigging' controversy surrounding the presidential election of Donald Trump, conjured 'Facebook Live' feeds from space and an illusive famous baby gorilla called Harambe McHarambeface, the world has become more untrusting of news reports shared on the internet and social media.

Such stories led Oxford Dictionaries to declare 'post-truth' as its international word of 2016. The phrase relates to circumstances in which objective facts are less influential in shaping public opinion than emotional appeals. 'Post-truth' could become "one of the defining words of our time", said Oxford Dictionaries' Casper Grathwohl.

Fake news - a fabricated, exaggerated or false story - accounted for 10.6 million of the 21.5 million shares, reactions and comments on US politics stories on Facebook last year, according to Buzzfeed. And young people are easily duped.

A study by Stanford Graduate School of Education found that middle and high school students in the US - and even some in college - have trouble identifying credible online resources. Young people associate credibility of a source by "how high a story appears on search results," said the research.

Facebook recently hired fact-checking organizations to review questionable articles, while BBC news has said it will "assemble a team of fact-checkers to debunk fake stories across the internet". But what are IB World Schools doing to ensure students don't fall prey to false headlines?

Automatic biases

The IB encourages students to validate their information sources and become digital citizens - promoting the appropriate and responsive use of technology. But our automatic biases can lead us to believe false news reports.

For example, when the 'Black Lives Matter' movement came up in a Socratic seminar during a Theory of Knowledge (TOK) class at Sturgis Charter Public School, Massachusetts, US, a student said she believed the movement was the product of a media conspiracy.

"The student had fallen victim to fake news," says TOK Teacher Lynn Kelley.

"We fall for fake news stories more easily when it corresponds to our own worldview and corroborates our biases. By encouraging open-mindedness and critical thinking, IB teachers and the IB curriculum are well positioned to make students more aware of this vulnerability.

The IB Learner Profile and international mindedness lays a foundation for students to gain the knowledge and awareness needed to dismiss fake news."

Sturgis is working to sharpen students' research skills and encourage healthy skepticism in the growing digital age. Chris Abel, the school's IB history teacher and IB examiner, asks students what questions would they ask if he told them that he heard they had cheated on a test.

Students say they would ask who said it, and why someone would say it - which is the heart of OPVL (origin, purpose, value, limitations) source analysis in history.

Dynamic teachers who can relate research skills to real life play a crucial role in helping students understand how to do academic research," says Kelley.

"Abel helps students understand the rigorous standards a historian must meet in order to earn a PhD in addition to the peer review process that precedes publication in an academic journal. Understanding the process through which knowledge is produced and verified is a key component of TOK, too. Fellow TOK teacher Christine McDowell often finds herself writing comments like, 'How do you know this?' or 'Is this an assumption?' on student essays."

John Hellner, a previous TOK Teacher at Overseas Family School in Singapore, suggests teachers incorporate one or two 20-25 minute discussion sessions into the weekly teaching programme.

"This shouldn't be added on to the main course outcomes, but as a means to achieve course outcomes. Choosing a real-life situation, news item or a TV episode of topical interest, teachers can examine the role of reason, emotion, evidence, bias and much more in our decision making about claims barraging us daily.

"Alternatively, or possibly in addition, subject specialist teachers could capture opportunities to critically consider current news pertinent to their subject areas, perhaps in the first or last few minutes of class. This brings authenticity to the subject."

Critical thinking is the foundation

The OPVL approach is also adopted at Madison Country Day School (MCDS), Wisconsin, US, which offers the IB Diploma Programme (DP). English Teacher Mark Childs and History Teacher Bob Camosy believe that evaluating any source of information forms the foundation of a great education.

"Maybe it's a cliché, but the foundation is critical thinking," said Camosy. "This kind of thinking applies to all aspects of life, ranging from making an informed purchase to reading something on the internet."

For example, MCDS students continuously identify and acknowledge the perspective of each source to achieve a thorough understanding of the relevant historical period. They are asked to apply that same process to contemporary sources and issues.

"OPVL becomes a verb," says Childs. "Students and teachers are often overheard saying 'Let's OPVL that article'."

The approach is not limited to History and English students. OPVL can be used in our everyday lives to counteract our own biases, adds Childs. Younger students also benefit from taking ownership of their knowledge, which the PYP and MYP give ample opportunities for, says Kelley. "We don't need to expose younger children to politicized news articles to get them thinking about the subtle media messages that influence their thinking", she adds.

We all need to challenge everything and always ask: why? Can you clarify? Is there an alternative? Does this matter? What if everyone did or thought this way?, says Hellner.

"TOK can provide the tools for detecting the truth, but not the attitude or will to contest ideas and claims. This probably comes, at least in part, from a teacher modelling skepticism and repetition of the exercise in the classroom," he adds.
The battle for truth
Organizations might be ramping up their efforts to stamp out fake news, but they have a huge task. With billions of users around the world sharing news daily, it's unlikely false stories and propaganda will ever be eradicated. It's up to teachers to lead the next generation by example and ensure their research skills are continually updated.

As fake news becomes more surreptitious, it is not enough to teach students steps to follow in order to decipher truth. Digital citizenship is important, but must be taught as a mindset," says Kelley.

"I have learned a lot about teaching students to do online research, but as quickly as we teach students a new twist to be aware of, media entrepreneurs find another way to sidestep student's rational brains in order to sell them something, whether it be an idea or a product.

"There are times when I feel overwhelmed as a teacher facing this challenge, but its difficulty is matched only by its importance. It is nice to know that the IB is on my side and as IB teachers around the world, we are fighting this battle together."

An IB parent's perspective

Mohamed Abueljebain has three children studying the PYP at AIS in Kuwait. He says:

"The role of parents is just as important as the role of teachers, and keeping track of what my children are exposed to online has been a challenge. We make sure that iPad time and research is done under our supervision.

"I always ensure my newspaper is visible to the children during our morning ride to school. I wait for them to ask about a headline, and I use it as a tool to tell them about the world. I make sure they know that not everything printed is necessarily true. I encourage them to do their own research to find out what is true and what is not.

"Storytelling is a great tool that can be used to teach children how to deliver the truth. Once that is mastered, they can use it to find out if others are telling the truth."

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How to keep students safe from fake news

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Social media is fast becoming a primary news source for many individuals, delivering instant information to an increasingly busy generation. But following the 'vote-rigging' controversy surrounding the presidential election of Donald Trump, conjured 'Facebook Live' feeds from space and an illusive famous baby gorilla called Harambe McHarambeface, the world has become more untrusting of news reports shared on the internet and social media.

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Newspapers in the Digital Age: A Cast Study in How Public LibraryPatrons Read the News

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Newspapers in the Digital Age: A Cast Study in How Public LibraryPatrons Read the News

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Alyssa Pacy
Cambridge Public Library, Cambridge, MA USA