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ECIL2021 BP 365 FRANKE Information Literacy vs FakeScience скачать в хорошем качестве

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ECIL2021 BP 365 FRANKE Information Literacy vs FakeScience

Information Literacy vs. FakeScience: What Libraries can do to Support Science and to Win This Fight Fabian Franke University Library Bamberg, Germany In July 2018 investigative journalists claimed to have uncovered a science scandal in Germany. On July 23, 2018 German TV broadcasted the report “Fake Science – Die Lügenmacher” (the lie maker). Three days earlier one of the most important German newspapers, the Süddeutsche Zeitung, denounced the business practices of predatory journals and stated that increasingly bad and fake studies were being published with the appearance of being scientific. The press presented numerous examples of how easy a fake article was written and published in supposedly scientific journals or a fake contribution was accepted by a supposedly scientific conference. Universities and libraries reacted quickly to these allegations by providing information for scientists and the public and showing that the proportion of publications in predatory journals in Germany was below the per mille range. However, this temporary public outrage showed very clearly the need for libraries to strengthen the information literacy of scientists, students and citizens concerning the value and the evaluation of scientific publications, and to treat fake science and predatory journals in their courses. Fake Science can be divided in to categories. Fake science can be defined as intentionally faked scientific results for a specific purpose. But fake science also means research results that pretend to have been refereed within the recognized quality standards but have not without being necessarily wrong. We present examples for fake science and discuss the teaching activities of university libraries in Germany use to protect their users from fake science, to identify predatory journals, and to explain the mechanism of the publication market. These activities include courses, webinars, e-learning, and games. The basis for library course can be the Framework for Information Literacy. The knowledges practices and dispositions of these frames: Information Creation as a Process; Information has Value; and Authority is Constructed and Contextual can be used to develop concepts for library courses. The target group are scientists, students, und citizens. We argue that librarians must understand that information literacy goes far beyond research competencies and includes a deep understanding of publication and research processes. Libraries must play an important role in the fight against fake science. References Association of College & Research Libraries (ACRL) (2016): Framework for Information Literacy for Higher Education. Retrieved January 31, 2020 from http://www.ala.org/acrl/sites/ala.org.... Barbian, J.-P. (2019). Wahrheit oder Fake News? Eine politische Herausforderung und ihre Konsequenzen für Bibliotheken. BuB Forum Bibliothek und Information, 71(2019) 4, 190–194. Bauer, P., Krause, K., Kropshofer, K., Langhans, K., & Wagner, L. (2018). Das Scheingeschäft. Süddeutsche Zeitung 20.07.2018. München. Das Erste (2018). Fake Science – Die Lügenmacher. Retrieved January 31, 2020 from http://www.daserste.de/information/re... Franke, F. (2017). Das Framework for Information Literacy. Neue Impulse für die Förderung von Informationskompetenz in Deutschland?! -Bib. Das offene Bibliotheksjournal, 4(4), 22–29. DOI: 10.5282/o-bib/2017H4S22-29 Ajouter au projet Citavi par DOI Reckling-Freitag, K. (2019). Auf der Jagd nach Falschmeldungen. Jugendliche als FakeHunter in Bibliotheken unterwegs. BuB Forum Bibliothek und Information, 71(4), 195–199. Schmidt. C. (2019). Fake Science ... und was Bibliotheken dagegen tun können. BuB Forum Bibliothek und Information, 71(4), 212–215. Sullivan, M. C. (2019). Libraries and Fake News: What’s the Problem? What’s the Plan? Communications in Information Literacy, 13(1), 91–113. DOI: 10.15760/comminfolit.2019.13.1.7

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