What We Talk About When We Talk About Bias Library Instruction West - - PowerPoint PPT Presentation

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What We Talk About When We Talk About Bias Library Instruction West - - PowerPoint PPT Presentation

Jun 07, 2023 318 likes •708 views

Welcome To What We Talk About When We Talk About Bias Library Instruction West 2018 Ryne Leuzinger rleuzinger@csumb.edu Bandwagon effect Bias blind spot Choice-supportive bias Congruence bias Contrast effect Focusing

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What We Talk About When We Talk About Bias

Welcome To Ryne Leuzinger rleuzinger@csumb.edu Library Instruction West 2018

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Cognitive Biases

  • Bandwagon effect
  • Bias blind spot
  • Choice-supportive bias
  • Congruence bias
  • Contrast effect
  • Focusing effect
  • Framing
  • Impact bias
  • Information bias
  • Loss aversion
  • Neglect of probability
  • Omission bias
  • Planning fallacy
  • Unacceptability bias
  • Zero-risk bias

Et al. . . .

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What do these biases have in common?

3 .

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What do these biases have in common?

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They are influenced by culture and experience

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What do these biases have in common?

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They are influenced by culture and experience We are often unaware of them

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What do these biases have in common?

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They are influenced by culture and experience We are often unaware of them They can interfere with our ability to make

  • bjective,

rational decisions

.

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Bias in how information sources are constructed Bias in teaching practices Bias in how search tools function

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There are multiple dimensions of bias . . .

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Initial inspiration

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System 1 thinking

  • Intuitive
  • Experiential
  • Pattern

recognition

System 2 thinking

  • Analytical
  • Deliberate
  • Rational
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Why do cognitive biases matter within the context of information literacy instruction?

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Session Outline

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Introduction

1:00

Discussion of biases relevant to ILI

1:10

Ideas for Teaching Strategies

1:20

Think / Pair / Share Questions

1:30

Wrap-up

1:40

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  • Attendees will gain a basic understanding of confirmation

bias, anchoring bias and order effect bias as they relate to information literacy instruction.

  • Attendees will consider a variety of different strategies

relevant to information literacy instruction that have been designed to diminish these biases and will strategically think about how these can be incorporated into their own teaching practice.

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Learning Outcomes

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I’ve chosen a rule that some sequences of three numbers obey — and some do not. The sequence 2, 4, 8 obeys this rule. What is the rule that I have in mind?

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The answer: Each number must be larger than the

  • ne before it

We have a tendency to restrict the universe of possible questions to those that might potentially yield a “yes” and confirm our theory

= confirmation bias

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Conscious Unconscious

Image credit: www.canadiangeographic.ca/

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Confirmation Bias

Looking for what you expect versus what you do not expect Pertains to how we search for information and how that information is evaluated

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Anchoring Bias

Relying too heavily on the first piece of information offered when making decisions Prevalent when people are dealing with new concepts

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Order-Effect Bias

The temporal order in which information is presented affects our final judgment Can be subdivided into Primacy and Recency Effects

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There’s a lot that exists

  • utside of our

awareness . . .

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Teaching strategies relevant to addressing cognitive biases in information literacy instruction

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01

Red Flag Monitoring

02

Consider the Opposite

03

Gamification

05

Disfluency

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Debiasing Search Interfaces

04

Assumptive vs. Non-assumptive Search Queries

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Red Flag Monitoring

Strategies for monitoring

  • ne’s thought processes

3 column reading logs / research journals

http://libguides.pierce.ctc.edu/content.php?pid=694804&sid=5765758

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Consider the Opposite

Considering plausible alternatives Supports a questioning, critical disposition in the evaluation of information sources

Image credit; https://whitehatcrew.com/blog/laws-of-marketing-consider-the-

  • pposite/
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Gamification

Teaching confirmation bias, anchoring bias, bias blind spot et al Identifying the presence

  • f bias in different

scenarios via argumentation and voting

Image credit: A Game Based Approach to Teaching Cognitive Biases (Richey, 2013)

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Assumptive vs. Non-Assumptive Search Queries

We have a tendency to formulate search queries in a way that triggers a predefined answer Non-assumptive queries can lead to a change in belief via more comprehensive consideration

Consider

“study gluten intolerance” vs. “gluten intolerance cause and symptoms”

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Disfluency

Visual clarity of text can unconsciously lead to re- evaluation of previously formed attitudes Can reduce confirmation bias via a higher degree of analytical processing of information

Consider

Comic Sans Italicized vs. Helvetica

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Debiasing Search Engines

Adding information sources to “for” / “neutral” / “against” categories Reduced impact of some cognitive biases, improved decision outcomes -- users preferred debiasing interface

Image Credit: Can Cognitive Biases during Consumer Health Information Searches Be Reduced to Improve Decision Making? (Lau and Coiera, 2009)

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A Brief Quiz

Pollev.com/calstatemb

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Think / Pair / Share Questions

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Are there ways in which you have already been explicitly addressing cognitive biases in your teaching? Do you plan to implement any of the strategies described today in your own teaching? If so, what might be some challenges in doing so? What is a remaining question that you have? What further research is needed in this area of information literacy? Do you have any ideas for additional teaching strategies?

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Think / Pair / Share

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T

Write down responses to questions on handout

P

Share your thoughts with the larger group

S

Share those responses with 1 – 2 people sitting nearby

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List of works cited: goo.gl/jJvbbH