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Solving Information Dilemmas in an Online World
1st Edition - February 25, 2016
Authors: Crystal Fulton, Claire McGuinness
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Digital Detectives: Solving Information Dilemmas in an Online World helps students become independent and confident digital detectives, giving them the tools and tactics they need… Read more
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Digital Detectives: Solving Information Dilemmas in an Online World helps students become independent and confident digital detectives, giving them the tools and tactics they need to critically scrutinize web-based digital information to ascertain its authenticity, veracity, and authority, and to use the information in a discerning way to successfully complete academic tasks. Enabling students to select and use information appropriately empowers them to function at a higher level of digital information fluency, acting as discerning consumers of, and effective contributors to, web-based information.
Offers a situated, problem-solving approach to deepen students’ analytical and research skills
Explores a practical, real-life dilemma that is typically experienced by undergraduates in the course of their academic work, especially those transitioning from secondary to third-level education
Focuses on the authentic educational needs of undergraduates as expressed by educators, but also students themselves
Addresses a specific central dilemma which is identified at the outset, but also uses the opportunity to reveal to students the broader contextual issues which frame the problem they are exploring
Undergraduate students, especially those transitioning from secondary school to university or college.
List of Figures
List of Tables
About the Authors
Chapter 1. The Digital Landscape, Scholarship, and You
1.1. The Changing World of Education
1.2. Digital Technologies and Resources in University Learning
1.3. What Can I Learn from This Text?
1.4. Learning By Chapter
1.5. Chapter Challenges
1.6. Let’s Begin Our Work Together…
Chapter 2. Your Learning in a Digital World
2.1. What Is Digital Literacy?
2.2. Learning at University: Where Do I Start?
2.3. How People Learn in Digital and Blended Spaces
2.4. How Can a Digital Context Enhance My Learning?
2.5. Being a Reflective Detective: Managing Your Own Learning
Chapter 3. Aladdin’s Cave
3.1. The Dilemma: “I Can Just Google This, Can’t I?”
3.2. Can I Just Google It?
3.3. But First: Indexes!
3.4. How Search Engines Find Information for You
3.5. How Does Google Decide the Order of the Search Results List?
3.6. PageRank: Google’s Ranking System
3.7. What Is a Filter Bubble? The Personalization of Search Results
3.8. Web and App Activity
3.9. Internet Protocol Address
3.10. How Do I Become Google-wise?
3.11. Extra Tip: Refine Your Search on the Results Page
3.12. Google with Care
3.13. Other Search Engines
Chapter 4. Wiki or Won’t I?
4.1. The Dilemma: ‘I Can Use Wikipedia for College Assignments, Can’t I?’
4.2. What Is Collaborative Authoring?
4.3. The Anatomy of a Wikipedia Page
4.4. How Does Wikipedia Work?
4.5. Who Is Behind the Articles on Wikipedia?
4.6. How Do I Know If the Information Is Accurate?
4.7. But Wikipedia Provided Great References. Can’t I Use Them?
4.8. How Can I Use Wikipedia for Academic Assignments without Getting Penalized?
4.9. Could I Contribute to Wikipedia Articles?
4.10. Setting up and Using a Wikipedia Account
4.11. Further Information
Chapter 5. Judgement Day
5.1. The Dilemma: ‘When I Find Information on the Web, How Can I Tell if It’s Okay to Use It for College Assignments?’
5.2. How Do You Select Digital Resources to Use in Your Coursework?
5.3. Why Evaluate Digital Sources?
5.4. What Is Different about Information on the Web?
5.5. Models for Evaluating Digital Resources
5.6. Clues for Evaluating Digital Resources
5.7. Evaluating Different Media Formats
Chapter 6. Finders Keepers
6.1. The Dilemma: “No Password? No Problem! If I Can Download It, I Can Use It and Share It, Right?”
6.2. Who Owns Digital Information?
6.3. How Do People Protect Their Digital Creations?
6.4. How Do I Ethically Use This Information in My Work?
6.5. Where Can I Find Information That I Can Use Freely?
6.6. How Do I Attribute a source to Its Creator?
6.7. Referencing Traditional Scholarly Items in Digital Formats
6.8. In-Text References
6.9. A Word About DOIs in Referencing
6.10. References to e-Books
6.11. References to Articles
6.12. References to Social Media
6.13. Referencing Other Digital Information Sources
6.14. Bibliographic Management Systems
Chapter 7. In Too Deep
7.1. The Dilemma: “I Can Hardly Find the Full Text of Anything from My Class Reading Lists on the Web. Why Is This?”
7.2. Reading Lists
7.3. Scholarly versus Popular Information
7.4. Traditional Publishing versus Web Publishing
7.5. Traditional Publication Process for Academic Books
7.6. Traditional Publication Process for Journal Articles
7.7. Publishing on the Web
7.8. Open Access Publishing
Chapter 8. It’s Only Words…
8.1. The Dilemma: Searching Is Searching, Whether You’re on the Web or Using One of the Library Databases, Right?
8.2. Quick Reflection: Thinking About Research Strategies
8.3. Different Tasks Require Different Approaches
8.4. How We Search: Information Searching (Querying) versus Browsing
8.5. Subject Searching
8.7. Database versus Web
8.8. Choosing a Database
8.9. Web-Scale Discovery Services
8.10. Creating Your Go-to Database List
8.11. Building and Refining a Search Strategy
8.12. Advanced Search Functions
8.13. Other Database Options
8.14. Key Databases for Subject Disciplines
Chapter 9. All Play and No Work
9.1. The Dilemma: ‘Social Networking Sites Are Just for Fun and Friends. I Can’t Use Sites for College Work, Can I?’
9.2. What Do We Mean by Social Media?
9.3. Social Media for Leisure and Learning
9.4. Using Social Media Tools and Apps to Support My Learning
9.5. Social Media Apps to Facilitate Information Finding
9.6. Best Foot Forward: Managing Your Digital Persona
Chapter 10. Truth or Dare
10.1. The Dilemma: ‘Misinformation, Scams and Hoaxes on the Internet Are Easy to Spot. I Won’t Be Caught Out, Will I?’
10.2. The Wild, Wild Web
10.3. Reflection: How Safe Do You Feel?
10.4. Online Identity Risk Calculator
10.5. A Digital Detective’s Guide to Cybercrime
10.6. Spotlight on Specific Scams
10.7. Spotting a Scam
10.8. General Strategies for Outwitting Cybercriminals
10.9. Managing Your Passwords
Chapter 11. A Hidden Agenda
11.1. The Dilemma: “People Can See Only What I Want Them to See on the Web. I Control the Image That I Project, Don’t I?”
11.2. The Power of an Online Presence
11.3. Why Does Online Reputation Management Matter?
11.4. What Is a Digital Footprint?
11.5. How Are Data about You Collected Online?
11.6. Who Wants Digital Data about You?
11.7. How Do I Appear on the Internet?
11.8. Protecting Your Privacy: Controlling Your Online Reputation
11.9. The Right to Be Forgotten
Chapter 12. Fact or Fiction? Negotiating New Learning Spaces
12.1. The Dilemma: ‘Real Learning Has to Take Place in a Classroom, Right?’
12.2. Making the Transition to the Virtual Classroom
12.3. Formal Online Learning Spaces
12.4. Preparing for Successful Learning Online
12.5. Excelling in the Virtual Classroom
12.6. Collaborative or User-Generated Content and Learning in the Digital World
12.7. Managing My Personal Technology and Information to Utilize Online Learning Environments
12.8. Positive Learning Outcomes via Essential e-Learning Resources
12.9. How Will e-Skills Help Me after University?
No. of pages: 254
Published: February 25, 2016
Imprint: Chandos Publishing
Paperback ISBN: 9780081001240
eBook ISBN: 9780081001318
Dr. Crystal Fulton is a Senior Lecturer in the School of Information and Library Studies, University College Dublin, Ireland, where she teaches in the areas of information literacy, information and public services, information behaviour, and social computing and media. Her teaching takes a collaborative, problem-solving approach, aimed at promoting self- constructed learning practices to help students become more independently analytic. She introduced the teaching of qualitative research in her school, as well as new and interesting classroom techniques and assessment to encourage student engagement in learning. She created and teaches a unique course, Learning to Teach, Teaching to Learn, to help doctoral level students across the university develop best teaching practices for the classroom as well as a teaching e-portfolio to document their progress. She has also taught in Germany under the ERASMUS programme. She has long used blended and fully online teaching and learning, pioneering her school's first course to be offered completely online.She was the co-Principal Investigator on Creating e-Practicums to Enhance Undergraduate Learning, a project funded by the university to introduce reusable digital learning objects in the school. She recently won the UCD President's Teaching Award (2010-2012) for excellence in contributions to teaching in the university. In 2011 she was one of only two members of UCD nominated for the prestigious National Awards for Excellence in Teaching (NAIRTL). As her school's Director for Teaching and Learning for five years, she has been responsible for managing and supporting the development of teaching policy and practice in the school. She has delivered papers at international conferences on teaching and learning, and she has published in this area. Her book, Information Pathways: A Problem-Solving Approach to Information Literacy, was published in 2010.
Affiliations and expertise
Senior Lecturer, School of Information and Library Studies, University College Dublin, Ireland
Claire McGuinness PhD, MSc, BSc, RLPE, FHEA, RN (Child)
Senior Lecturer & Programme Lead BSc/BSc Hons Professional Studies in Nursing
Department of Nursing and Community Health
School of Health & Life Sciences
Glasgow Caledonian University
Affiliations and expertise
Professional Advisor, Nursing and Midwifery Education Chief Nursing Officer Directorate,Scottish Government