I don't disagree in principle, but I think that an online resource would get more use just because of the disorganised nature of teenagers! We aren't in a position to share our LMS with students yet anyway, but we have a plan to resolve that.

It is rare for our NF books that support the curriculum to issue. They tend to be used more if depts bring classes to the library. I think our students rely on their text books for homework and go online if they need supplementary information. They're not in a place where they think ahead to possibly needing a library book to help them. I think we would be better off getting a subscription database which we could link to the homework platform, website etc.

It shows there is a need to teach students how to navigate digital information. Teaching them to use contents/index/glossary of a book chosen for them is easy in comparison!

Definitely. I've been mulling over ideas around use of Wikipedia for a while. I like the sound of "Read Laterally" and "Demonstrate Click Restraint", they could sound quite catchy as a little mantra maybe.

I had not thought about Authority only being a peripheral cue for offline content but when Daniel mentioned it, it's kind of obvious. Social proof I was aware of - I find myself not wanting to trust a website that's on the second page of results! I don't know if there just are more ads than there used to be or if Google has got better at signposting them but for some searches you *have* to go to the second page to get a hit that isn't an ad. I will definitely bring this into lessons.

Yes, I do think the CRAAP test is still important but we need to go further in teaching peripheral cues as well. I think the webinar didn't focus on central cues because this is already quite well recognised. It was interesting to learn about the shortfalls of teaching central cues alone.

Update...I've created a Padlet of resources for Y9 history topics that we already support. I've included Schrock's 5W's right at the top, with a short explanation for context.

I would, I think it is a very accessible read, clearly making the argument for critical literacy. The pressure SLT are under with lockdown, I daren't start suggesting too much at the moment but I will certainly have this in mind as things (hopefully!) start to settle down again.

I've started practicing on my children 😉

No, but I'm most certainly going to be finding out! They must do something for EPQ but otherwise, I'm not sure.

Yes, I thought the practical examples were very useful. I can see how some of these might be adapted for my setting.

Loads. I need to be realistic about what I can achieve in 19 hours per week!

I didn't realise there was such a discrepancy about teaching of critical literacy even within the UK. Really interesting to see NI looking at how rather than if it should be taught.

I think that librarians can have such an important role in teaching critical literacy skills