Week #1 Blog #2 - Information Literacy, Technology, and Digital/Media

This week’s materials explored the interconnected nature of information literacy, technology, and media/digital literacy in our increasingly complex and fast-paced digital world. The P21 Framework for 21st Century Learning clearly establishes that to be successful citizens and workers, individuals must exhibit "a range of functional and critical thinking skills related to information, media and technology" (P21, p. 5). These are not isolated skills but overlapping literacies that, when nurtured together, empower students to become responsible consumers and producers of information.

Clay Johnson's podcast, Fake News & Media Literacy, really made me pause and think about my own information diet. Johnson describes our overconsumption of information, especially biased, low-nutrition content, as a public health issue. He argues that “the root of the problem isn’t just misinformation; it’s the lack of mindful consumption.” Just like eating junk food affects physical health, binging on sensationalized media or algorithm-driven headlines can degrade our ability to think critically, engage civilly, and act responsibly. As someone who regularly checks social media throughout the day, this resonated with me. It made me realize how important it is to intentionally curate the sources I engage with, not just for accuracy, but for diversity of perspective and depth of content.

The TedEd and FactCheck.org resources from the Podcast link reinforced that media literacy is not just about identifying fake news but understanding how messages are constructed and why. According to the P21 framework, students must be taught to “examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors” (P21, p. 5). This critical examination is a fundamental step toward ethical media consumption.

As a future school librarian, I believe the ideal information diet should be broad, balanced, and reflective. We should model practices that value credible news outlets, peer-reviewed research, and diverse voices. Librarians should be well-versed in both current events and the evolving media landscape, enabling them to guide students in accessing and evaluating information “efficiently (time) and effectively (sources)” (P21, p. 5). We must also lead by example, fostering environments where students are encouraged to ask questions, cross-reference sources, and consider context.

Ultimately, this week’s materials reminded me that the role of the school librarian is not just about connecting students with books or technology, it’s about cultivating thoughtful, ethical, and informed citizens. Helping students navigate and manage their own information diets will be essential to that mission.



References 

Johnson, C. (Host). (n.d.). Fake news & media literacy: What’s fake news, and how can we spot it? [Audio podcast episode]. In The Ten Minute Teacher Podcast. https://www.coolcatteacher.com/fake-news-media-literacy/

Partnership for 21st Century Learning. (2015). P21 framework definitions. 

TED-Ed. (n.d.). How to tell fake news from real news [Video]. YouTube. https://www.youtube.com/watch?v=AkwWcHekMdo

FactCheck.org. (n.d.). How to spot fake news. https://www.factcheck.org/2016/11/how-to-spot-fake-news/ 

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