Negotiating Nuance

Recently, I was honored to be invited to speak at the 21CLHK Conference in Hong Kong. One of my archived talks addressed the Noah principle–why predicting rain doesn’t count, and why building arks does–as it relates to the credibility crisis or the challenges of container collapse. I see so many opportunities for us to take […]

Recently, I was honored to be invited to speak at the 21CLHK Conference in Hong Kong.

One of my archived talks addressed the Noah principle–why predicting rain doesn’t count, and why building arks does–as it relates to the credibility crisis or the challenges of container collapse.

I see so many opportunities for us to take the lead across our learning cultures. So, in the spirit of ark-building, during the talk, I proposed a sustained, whole-school toolkit for encouraging agile strategies credibility decision-making across a range of media.

Here’s the session description:

The notion that authority is constructed and contextual (ACRL Frames) can be both thrilling and terrifying to K12 teachers and librarians. Well established credibility assessments, including checklist models, fail when students are presented with media formats when traditional genre containers collapse and converge, when content is decanted, and when the options for sharing new knowledge proliferate. We need to shift our practice beyond black and white determinations of credibility. We need to encourage learners to negotiate nuance and move beyond the credibility checklist. 

Here are some of the resources I shared.

Beyond the Checklist slides

Credibility Assessment Toolkit

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