Teaching Critical Reading Skills: Strategies for Academic Librarians. (Vols. 1-2)
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In difficult times, such as the COVID-19 pandemic, it’s even more important that students recognize and question their assumptions regarding how knowledge is recognized as legitimate in their disciplines. “When there is no time for proper peer review, each of us must be our own reviewer.” How can we teach students to recognize flawed methods and data, even when the research may be presented in the top journals as the current best evidence? How do we teach future clinicians to look past the name of the journal or the reputation of the author and learn to discern quality evidence? This chapter discusses an example of a lesson plan in the health sciences that utilizes a retracted article related to the recent infodemic; this lesson plan uses the retracted article as a tool to help students improve their critical reading skills.
Vance, C. (2023). “Navigating an Infodemic: Methods for Teaching Critical Reading in the Health Sciences.” In H. Rempel and R. Hamelers (Eds.) Teaching Critical Reading Skills: Strategies for Academic Librarians. (Vols. 1-2) (pp. 115-125). Chicago, IL: Association of College and Research Libraries.
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