@misc{alkhalaf_why_2023,
	address = {Charlottetown, Canada},
	type = {affiche},
	title = {Why train students to cope with misinformation on contemporary issues? {Qualitative} elements of understanding from a mixed-method study},
	url = {https://doi.org/kdvs},
	abstract = {Misinformation is a contemporary issue that highlights our need to train students to cope with it in a constantly evolving digital world. Post-secondary institutions should be at the forefront of addressing this challenge. Several frameworks, such as UNESCO (1983, 2003, 2010) and the Association des collèges et universités de la francophonie canadienne (2016), emphasize the importance of critical thinking and media literacy in education.

This presentation will discuss the initial findings of a research project aimed at understanding how young adults in post-secondary education interact with online information, specifically regarding climate change. Information literacy, which encompasses the reflective discovery, understanding, and use of information, is a key component of the study. Critical thinking, defined as thinking that is well reasoned and supported by evidence, is also essential for the 21st century (Butler \& Halpern, 2020; van Laar et al., 2017).

We conducted a quantitative survey of approximately 800 students in the Atlantic Provinces and interviewed 17 students to explore their relationship with online information and misinformation. We will present how students' critical thinking and information literacy skills affect their perception of climate change. While many students are skeptical about sharing or producing information on social media and use various strategies to evaluate received publications, some feel that information and media literacy are not sufficiently addressed in academic curricula.

Our findings raise concerns about post-secondary education's ability to equip students with 21st-century skills effectively. Given the significance of information accuracy in reducing online misinformation, including regarding climate change (Lutzke et al., 2019), it is critical to focus on teaching and learning outcomes. We will present an upcoming research-action-training project designed to support students' skill development and invite the audience to contribute to the research team's reflection on how to address the issue of critical thinking and information literacy.},
	author = {Alkhalaf, Riham and Michelot, Florent and Béland Savoie, Tamy and Picco, Marilou},
	month = jun,
	year = {2023},
}

{"_id":"YwQ9xpjKJjEMDkCvC","bibbaseid":"alkhalaf-michelot-blandsavoie-picco-whytrainstudentstocopewithmisinformationoncontemporaryissuesqualitativeelementsofunderstandingfromamixedmethodstudy-2023","author_short":["Alkhalaf, R.","Michelot, F.","Béland Savoie, T.","Picco, M."],"bibdata":{"bibtype":"misc","type":"affiche","address":"Charlottetown, Canada","title":"Why train students to cope with misinformation on contemporary issues? Qualitative elements of understanding from a mixed-method study","url":"https://doi.org/kdvs","abstract":"Misinformation is a contemporary issue that highlights our need to train students to cope with it in a constantly evolving digital world. Post-secondary institutions should be at the forefront of addressing this challenge. Several frameworks, such as UNESCO (1983, 2003, 2010) and the Association des collèges et universités de la francophonie canadienne (2016), emphasize the importance of critical thinking and media literacy in education. This presentation will discuss the initial findings of a research project aimed at understanding how young adults in post-secondary education interact with online information, specifically regarding climate change. Information literacy, which encompasses the reflective discovery, understanding, and use of information, is a key component of the study. Critical thinking, defined as thinking that is well reasoned and supported by evidence, is also essential for the 21st century (Butler & Halpern, 2020; van Laar et al., 2017). We conducted a quantitative survey of approximately 800 students in the Atlantic Provinces and interviewed 17 students to explore their relationship with online information and misinformation. We will present how students' critical thinking and information literacy skills affect their perception of climate change. While many students are skeptical about sharing or producing information on social media and use various strategies to evaluate received publications, some feel that information and media literacy are not sufficiently addressed in academic curricula. Our findings raise concerns about post-secondary education's ability to equip students with 21st-century skills effectively. Given the significance of information accuracy in reducing online misinformation, including regarding climate change (Lutzke et al., 2019), it is critical to focus on teaching and learning outcomes. We will present an upcoming research-action-training project designed to support students' skill development and invite the audience to contribute to the research team's reflection on how to address the issue of critical thinking and information literacy.","author":[{"propositions":[],"lastnames":["Alkhalaf"],"firstnames":["Riham"],"suffixes":[]},{"propositions":[],"lastnames":["Michelot"],"firstnames":["Florent"],"suffixes":[]},{"propositions":[],"lastnames":["Béland","Savoie"],"firstnames":["Tamy"],"suffixes":[]},{"propositions":[],"lastnames":["Picco"],"firstnames":["Marilou"],"suffixes":[]}],"month":"June","year":"2023","bibtex":"@misc{alkhalaf_why_2023,\n\taddress = {Charlottetown, Canada},\n\ttype = {affiche},\n\ttitle = {Why train students to cope with misinformation on contemporary issues? {Qualitative} elements of understanding from a mixed-method study},\n\turl = {https://doi.org/kdvs},\n\tabstract = {Misinformation is a contemporary issue that highlights our need to train students to cope with it in a constantly evolving digital world. Post-secondary institutions should be at the forefront of addressing this challenge. Several frameworks, such as UNESCO (1983, 2003, 2010) and the Association des collèges et universités de la francophonie canadienne (2016), emphasize the importance of critical thinking and media literacy in education.\n\nThis presentation will discuss the initial findings of a research project aimed at understanding how young adults in post-secondary education interact with online information, specifically regarding climate change. Information literacy, which encompasses the reflective discovery, understanding, and use of information, is a key component of the study. Critical thinking, defined as thinking that is well reasoned and supported by evidence, is also essential for the 21st century (Butler \\& Halpern, 2020; van Laar et al., 2017).\n\nWe conducted a quantitative survey of approximately 800 students in the Atlantic Provinces and interviewed 17 students to explore their relationship with online information and misinformation. We will present how students' critical thinking and information literacy skills affect their perception of climate change. While many students are skeptical about sharing or producing information on social media and use various strategies to evaluate received publications, some feel that information and media literacy are not sufficiently addressed in academic curricula.\n\nOur findings raise concerns about post-secondary education's ability to equip students with 21st-century skills effectively. Given the significance of information accuracy in reducing online misinformation, including regarding climate change (Lutzke et al., 2019), it is critical to focus on teaching and learning outcomes. We will present an upcoming research-action-training project designed to support students' skill development and invite the audience to contribute to the research team's reflection on how to address the issue of critical thinking and information literacy.},\n\tauthor = {Alkhalaf, Riham and Michelot, Florent and Béland Savoie, Tamy and Picco, Marilou},\n\tmonth = jun,\n\tyear = {2023},\n}\n\n","author_short":["Alkhalaf, R.","Michelot, F.","Béland Savoie, T.","Picco, M."],"key":"alkhalaf_why_2023","id":"alkhalaf_why_2023","bibbaseid":"alkhalaf-michelot-blandsavoie-picco-whytrainstudentstocopewithmisinformationoncontemporaryissuesqualitativeelementsofunderstandingfromamixedmethodstudy-2023","role":"author","urls":{"Paper":"https://doi.org/kdvs"},"metadata":{"authorlinks":{}}},"bibtype":"misc","biburl":"https://api.zotero.org/users/2683711/collections/36FZ8EE8/items?key=fflEHP0vRI1XAGuy6yXcTEP1&format=bibtex&limit=100","dataSources":["SFkrmwcNTfBwo8cpN","FYDkaYvXGKXpPbdLN"],"keywords":[],"search_terms":["train","students","cope","misinformation","contemporary","issues","qualitative","elements","understanding","mixed","method","study","alkhalaf","michelot","béland savoie","picco"],"title":"Why train students to cope with misinformation on contemporary issues? 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