In a previous post I critiqued John Hattie’s analysis of inquiry-based teaching as reported in his book Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. In this […]
This is the last in the series of posts presenting the GeSTE windows model for the critical evaluation of information (Generic, Situated, Transformative, Expressive). In the table below I provide […]
In this post I present the fourth in a series of posts explaining the GeSTE windows model for the critical evaluation of information (Lupton 2008, Lupton & Bruce 2010). The GeSTE […]
In this post I present the third in a series of posts explaining the GeSTE windows model for the critical evaluation of information (Lupton 2008, Lupton & Bruce 2010). The GeSTE […]
In this post I present the second in a series of posts explaining the GeSTE windows model for the critical evaluation of information (Lupton 2008, Lupton & Bruce 2010). The GeSTE […]
In my previous post, I outlined the crisis of credibility that has beset scholarly information. In this post I present the first in a series of posts explaining the GeSTE […]
This post is the first in a series on critical evaluation of information. One of the important elements of inquiry learning and information literacy is critical evaluation of information in formal […]
