The many faces of *****-disciplinarity

Definitions of types of multiple disciplinaties

Women’s Studies is implicated in all these types of ****disciplinariness. Can we actually say that Women’s Studies is a discipline? Meta-discipline more like. This type of vagueness is not an easy fit in most of our Academies of Higher Education. Been struggling with this in trying to determine the information skills needed by students in WGSS. Requires an Interdisciplinary method for Information Literacy. Any ideas?

» Students and Wikipedia post from Educational Origami

Wikipedia’s been getting a lot of press lately. Positive press. It’s actually a great opportunity to bring in those skills we are trying to develop in all our students: evaluate and corroborate information before you accept it as your own (or as simply valid or true or complete) and do this by using other types of information sources like newspapers, books, journal articles, etc. A healthy skepticism — where did you get that data??– is critical in a world of so much information at every turn.

Here’s an interesting post:

» Students and Wikipedia

Speaking directly to educators, the poster explains:

So what should we do.

  • We should teach our students to validate their information sources. Not to accept it as fact until its validated by a number of reputable information sources.
  • We should accept that wikipedia is a useful and powerful source that is often more up to date than traditional sources by its very nature and design. But also accept the limitations inherent in its design that mean there is potential for abuse
  • Encourage our students to move beyond just wikipedia and googling as a the only information source and look at other sources including:
    • Journals
    • Newspapers
    • libraries
    • Books, Textbooks
    • encyclopedias
    • Television and streamed media
    • Blogs
    • email
    • Primary information sources like interviewing experts

Lets not be blinded either way by wikipedia, but accept it warts and all, but teach our students what we must teach them, to VALIDATE their information sources.

Think of the possibilities. Challenge your students to use lots of information sources AND to verify their information. Leave the proof to the student. Now that’s engaging them.

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