Jami Shetler's List: Researching Credible Connections

nullOver the past decades, many researchers have addressed the
importance of cooperation among learners. For instance,
Johnson and Johnson (1994) have continuously demonstrated that students learn better in groups than either
alone or in competition. Advances in computer and
network technology have created promising opportunities
for online collaborative distance learning (Harasim 1999,
Khalifa and Lam 2002, Sheremetov and Arenas 2002, Hron
and Friedrich 2003, Kear 2004).
-- 2013-07-21
Content: 5 date posted, revisions not planned
Credibility: 10 scholarly, relevant, thorough
Critical Thinking: 10, intelligent, deep
Copyright: 10 copyright stated and explained
Citation: 10 all references marked
Continuity: 10 EBSCO source. Will be maintained.
Censorship: 8 some restrictions apply with copyright
Connectivity: 8 accessible to EBSCO users
Comparability: 5 would require EBSCO account
Context: 10 context is fitting as a viable generalization for my statement
-- 2013-07-21

nullThrough the use of high-touch, high-interaction learner support services strategies – such as connection to a community of learners and the other scaffolding techniques described in the previous section – online students feel less isolated and are immersed in an environment that supports them as they develop or enhance their self-directed learning skills. These types of learner support services proactively address the challenges of online student retention by acknowledging that: “learning is a very human activity." -- 2013-07-21
Content: 5 date posted, revisions not planned
Credibility: 10 scholarly, relevant, thorough
Critical Thinking: 10, well written, critical thinking must be applied
Copyright: 1 no copyright
Citation: 10 all references marked
Continuity: 10 viable source that will remain
Censorship: 10 no issues with privacy
Connectivity: 10 easily connectable
Comparability: 10 will not change and is available
Context: 10 context is fitting as a viable generalization for my statement -- 2013-07-21

Among the many dimensions of digital media literacy, the ability to create is closely 
related to social inclusion and exclusion. The gap in access to digital media can be 
remedied by policy intervention and providing universal access to technology. However, 
the diversity in usage of digital media polarises the existing differences among those 
equipped with the knowledge to use the internet to benefit themselves and those who 
cannot. This cannot easily be overcome with remedial policies.

nullIn an age 
where digital technology is a significant part of society, acquiring digital media literacy 
and being able to benefit from using digital media competently is one of the ways to 
achieve social inclusion. -- 2013-07-21
Content: 5 date posted, revisions not planned
Credibility: 10 scholarly, relevant, thorough
Critical Thinking: 10, well written, critical thinking must be applied
Copyright: 10 copyright visible
Citation: 10 all references marked
Continuity: 10 EBSCO, so it will remain
Censorship: 10 no issues with privacy
Connectivity: 5 requires EBSCO account
Comparability: 5 difficult for others to use and compare
Context: 10 context is fitting as a viable generalization for my statement -- 2013-07-21

150 million Europeans have never used the internet. This group is largely made up of older people or people on low incomes, the unemployed, immigrants, and the less educated and at risk of social exclusion in general.

nullBy developing and enhancing digital skills, all EU citizens, and in particular groups at risk of socio-economic exclusion (e.g. elderly, jobless, immigrants, marginalised youngsters, women returning on the job market, etc), which add up to some 30% of EU population (150 million people), will be able to participate on a more equal footing in the digital economy. They will have better job prospects, and enjoy higher opportunities for learning, creating, participating and being confident in the use of digital tools, media and related content (e.g. using services and tools made available by eLearning, eGovernment, eHealth). -- 2013-07-21
Content: 5 date posted, revisions not planned
Credibility: 10 from the European Commission, relevant, thorough
Critical Thinking: 10, well written, critical thinking must be applied
Copyright: 10 copyright visible
Citation: 10 all references marked
Continuity: 10 will remain
Censorship: 10 no issues with privacy
Connectivity: 10 easily accessed
Comparability: 10 easy to compare with other sources
Context: 10 context is fitting as a viable generalization for my statement -- 2013-07-21

nullOf these concepts, some media literacy studies examined how media literacy interventions can affect audiences' behavioral intentions, attitudes, norms, beliefs, and self-efficacy regarding the behavior. Research suggests that media literacy interventions can reduce frequency of risky behavior (smoking, underage drinking, unhealthy eating) etc by creating negative attitudes  toward those behaviors and forming negative beliefs about those behaviors. -- 2013-07-21
Content: 5 date posted, revisions not planned
Credibility: 10 scholarly, relevant, thorough
Critical Thinking: 10, well written, critical thinking must be applied
Copyright: 10 copyright visible
Citation: 10 all references marked
Continuity: EBSCO source, will be maintained
Censorship: 10 no issues with privacy
Connectivity: 5 requires EBSCO account
Comparability: 5 difficult for others to use and compare
Context: 10 context is fitting as a viable generalization for my statement
-- 2013-07-21

nullGiven the importance of media influence in the lives of young people, a relatively new but promising approach to substance abuse prevention has been examined in several studies.  Among the various outcomes associated with media literacy training are: 
Increased media skepticism (Kupersmidt, Barrett, Elmore, & Benson, 2007)
Increased perceived efficacy in resisting pro-drug media messages (Austin, Pinkleton, Hust, & Cohen, 2005)
Greater ability to produce counter-arguments to beer advertisements (Slater, et al., 1996)
Increased beliefs that smoking and drinking are "wrong" for teens (Kupersmidt, Feagans, Eisen, & Hicks, 2005)
Reduced middle school boys' intentions to use alcohol and tobacco in the future (Kupersmidt, Feagans, Eisen, & Hicks, 2005; Barrett, Kupersmidt, Benson, & Elmore, 2007) -- 2013-07-21
Content: 5 date posted, revisions not planned
Credibility: 10 from a viable source, relevant, thorough
Critical Thinking: 10, well written, critical thinking must be applied
Copyright: 4 copyright visible but outdated
Citation: 10 all references marked
Continuity: 10 not user editable, will remain
Censorship: 10 no issues with privacy
Connectivity: 10 easily accessed to all web users
Comparability: 10 easy to compare with other sources
Context: 10 context supports my statement
-- 2013-07-21

A critical thinker investigates texts through skeptical reflection, by solving problems knowledgeably while reasonably giving justification (McPeck, 1981; Ennis, 1989; Halonen, 1995). Education for media literacy promotes the thinking ability of children through enlightened and active use of media languages, supporting methodical coping with situations, and problem solving through relevant texts from their daily life (TV, radio, ads). It encourages them to think reflectively through a process of analysis and evaluation. 

nullas pupils increase their experience with Media Literacy they will demonstrate greater capability in media analysis and critical thinking skills.  -- 2013-07-21
Content: 5 date posted, revisions not planned
Credibility: 10 scholarly, relevant, thorough
Critical Thinking: 10, well written, critical thinking must be applied
Copyright: 10 copyright visible
Citation: 10 all references marked
Continuity: EBSCO source, will be maintained
Censorship: 10 no issues with privacy
Connectivity: 5 requires EBSCO account
Comparability: 5 difficult for others to use and compare
Context: 10 context is fitting as a viable generalization for my statement
-- 2013-07-21

nullMedia literacy education helps to develop critical thinking and active participation in our media 
culture. The goal is to give youth and adults greater freedom by empowering them to access, 
analyze, evaluate, and create media. -- 2013-07-21
Content: 5 revisions not planned
Credibility: 10 from a viable source, relevant, thorough
Critical Thinking: 10, well written, critical thinking must be applied
Copyright: 10 copyright visible
Citation: 10 references not needed, so n/a
Continuity: 10 not user editable, will remain
Censorship: 10 no issues with privacy
Connectivity: 10 easily accessed to all web users
Comparability: 10 easy to compare with other sources
Context: 10 context supports my overall statement
-- 2013-07-21

nullWith the advent of the Internet and the multiple formats that can be communicated over the World Wide Web, we now have several new and exciting ways to present information. The Web allows the incorporation of animation, moving pictures, and sound into lessons, which extends our abilities to present materials that encourage student interaction with the subject matter. Pictures and animations help bring to life language principles, and multimedia allows students to take a more active role in learning. Multimedia presentations keep students alert and focused. They can watch the live characters in action, zoom up whatever they prefer, and use a mouse or keyboard to navigate images, simulations and interactive material. -- 2013-07-21
Content: 5 revisions not planned
Credibility: 10 scholarly, relevant, thorough
Critical Thinking: 10, well written, critical thinking must be applied
Copyright: 10 copyright visible
Citation: 10 all references marked
Continuity: EBSCO source, will be maintained
Censorship: 10 no issues with privacy
Connectivity: 5 requires EBSCO account
Comparability: 5 difficult for others to use and compare
Context: 10 context is fitting as a viable generalization for my statement
-- 2013-07-21

nullWith the growth of broadband connectivity and social networks, companies have introduced a wide range of Internet-based language learning products, both free and fee-based, that allow students to interact in real time with instructors in other countries. -- 2013-07-21
Content: 8 revisions not planned, but correction noted
Credibility: 10 well-written, relevant
Critical Thinking: 8 explained but doesn’t overly use critical thinking
Copyright: 10 copyright visible
Citation: 10 references noted
Continuity: 10 not user editable, will remain
Censorship: 10 no issues with privacy
Connectivity: 10 easily accessed to all web users
Comparability: 10 easy to compare with other sources
Context: 10 content supports my overall statement
-- 2013-07-21