In this slide, it explains the reason why the information came from authoritative sources but still not trustworthy. The possible reason could be (1) the way information is produced, (2)carelessness or loaded with secret intentions, (3) in favour of their hidden goal, (4)not spending enough time, (5) limited topic vocabulary, (6) limited by technical barriers, (7)information that fits with your knowledge & beliefs, and (8) from a source that you think is trustworthy.
In this video, Prof Klaus Tochtermann, the Director of Leibniz Information Centre for Economics (ZBW) and Professor of Media Informatics of University of Kiel in German shares his view on the importance of becoming information literate.
In this video, a year 3 LLB student who is preparing a term paper with a substantial research component regularly consults his supervisor. In a recent meeting, the supervisor queries why two pieces of information were cited in his draft.
One piece of information is from a local real estate agent’s website summarizing the legal provision for the Hong Kong deed of mutual covenant agreements. Another piece of information is a court case covered in a Hong Kong land law blog.
In this video, two students are discussing the types of information are needed to answer the sub-questions. In their conversation, various type of information, including manuscripts, diaries and autobiographies, audio recordings and videos, original art works, letter patents, conference papers, books, government publications, critical analysis and review, journal articles, and handbooks.
In this exercise, a team of students listed out a number of tasks that they have to complete when preparing the lesson plan. Which of the following task will be listed as the top priority on your to-do list? Will you start searching at this moment?