{"id":5148,"date":"2017-03-27T15:44:33","date_gmt":"2017-03-27T21:44:33","guid":{"rendered":"https:\/\/news.library.depaul.press\/full-text\/?p=5148"},"modified":"2017-03-30T16:56:42","modified_gmt":"2017-03-30T22:56:42","slug":"can-librarians-save-us-from-fake-news","status":"publish","type":"post","link":"https:\/\/news.library.depaul.press\/full-text\/2017\/03\/27\/can-librarians-save-us-from-fake-news\/","title":{"rendered":"“Can Librarians Save us from Fake News?”"},"content":{"rendered":"

\"\"<\/a>\u201cCan Librarians Save us from Fake News?<\/a>\u201d was the recent headline of a VICE article. For centuries, individuals have shaped and used information for personal and political gain. However, by the mid- 20th century, we had two professions solidly in place that provided a check on \u201cfake news\u201d–journalists and librarians. Journalists, abiding by a Code of Ethics<\/a>, ensured that to the degree possible, the information they reported was fair and without bias. Libraries provided citizens access to information, and in their reference role, librarians helped citizens find quality information.<\/p>\n

Enter the internet. While both librarians and journalists continue to serve these same critical functions, the internet has offered unfettered access to both the creation and consumption of information.<\/p>\n

Despite all of the grief \u201cfake news\u201d has caused us, it has brought about one good thing–an emerging awareness that the ability to find information does not automatically lead to the ability to find GOOD information. There is a long history of librarians teaching students to be critical consumers of information; librarians refer to this ability as \u201cinformation literacy<\/a>\u201d. \u00a0In 2000, the Association of College and Research Libraries adopted the \u00a0\u201cInformation Literacy Competency Standards<\/a>,\u201d which have since evolved into the “Framework for Information Literary for Higher Education<\/a>,” understanding information literacy as “a set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” \u00a0At DePaul, our librarians continue this tradition and work to build our students\u2019 competency in navigating and evaluating this world of information throughout their academic careers.<\/p>\n

Over the last few months, different \u201csolutions\u201d to the \u201cfake news\u201d problem have been proposed. Many of them look to technology to solve the problem. But \u201cfake news\u201d is not a technological problem; it is a critical thinking problem. Luckily, journalists, educators, and librarians have been collaborating to come up with interesting approaches, including offering a course on fake news<\/a>, continuing the work of the Center for News Literacy<\/a>\u00a0and developing the Digital Polarization<\/a> Initiative.<\/p>\n

This conversation will continue on April 4, when the DePaul Library will participate in the \u201cFake News: What to Do About It\u201d panel discussion<\/a>\u00a0sponsored by DePaul University\u2019s Center for Journalism Integrity and Excellence <\/a>and the College of Communication <\/a>Journalism Program. Hope you can join the conversation.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u201cCan Librarians Save us from Fake News?\u201d was the recent headline of a VICE article. For centuries, individuals have shaped and used information for personal and political gain. However, by the mid- 20th century, we had two professions solidly in place that provided a check on \u201cfake news\u201d–journalists and librarians. Journalists, abiding by a Code <\/p>\n

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