Assignment

Social Justice in Information | First Year: High Potential Students

Submitted by Margaret Brown-Salazar on January 26th, 2017
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Short Description: 

Created by M. Brown-Salazar & G. Kessler Lee Saint Mary's College of Ca Library This lesson was developed to have students explore social justice issues in information found on the internet. It is based on Dr. Safiya Noble's work: Algorithms of Oppression. Simplified, we asked students to consider that when we seek information, we need to examine the perspective/privilege of the voices/sources of information and identify/understand whose voices are represented and whose voices are missing and how that impacts/influences our understanding. We used clips from a lecture by Dr. Noble to stimulate discussion and asked to students to critically examine results of google image searches as an illustration of inequities. Students created a shared file with images and thoughts that represented what they learned.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

In-class Exercise

Learning Outcomes: 

Learning Objectives (include SMC institutional learning outcomes, ACRL Standards, Framework, or others) Students understand that when you Google search your bias, your results will match your bias (SMC: IERP 2) Students understand that Google is the dominant search engine. Students understand that most internet searchers believe the information they find is trustworthy, accurate, unbiased, credible Students understand that search engine algorithms are based on criteria for increasing advertising and marketing and not criteria to provide the best information available to answer their search query (SMC:IERP 2) Students can articulate the impact of this content/topic on them Students can articulate one action they might take to make the issue of social justice in information more apparent to others Framework: All: Research as Inquiry, Searching as Strategic Exploration, Information Has Value

Individual or Group:

Course Context (e.g. how it was implemented or integrated): 

Session integrated into the High Potential First Year Advising Cohort curriculum.

Suggested Citation: 
Brown-Salazar, Margaret. "Social Justice in Information | First Year: High Potential Students." CORA (Community of Online Research Assignments), 2017. https://www.projectcora.org/assignment/social-justice-information-first-year-high-potential-students.