The role of the Teacher-Librarian is constantly evolving. More than just the collector of books, today’s Teacher-Librarians are facilitators of change, guardians of truthful knowledge and increasingly curators of online reference materials. As more and more quality reference material is being posted online, the importance of the role of the Teacher-Librarian and the Learning commons has increased. The 21st Century Teacher-Librarian has the “…skills in searching, accessing, using and evaluating information efficiently and effectively.” (Reidling, pg. 116)
Reference Materials – Not Your Father’s Atlas
Most teachers and students are used to the common staples of Library reference materials like atlases. Having an at-hand resource that provides geographical knowledge and details of the world around us has always been valuable. However, how we use these atlases in the classroom has evolved. Traditionally, atlases have been used to answer simple questions about our world (Where is Luxembourg? What is the population of Bangladesh?). However, in an ever-increasing awareness of a connected global society, reference materials such as atlases can offer the answers to more important questions like; “What is the reduction of size in the polar ice caps?” or “Which countries are the largest producers of greenhouse gases that contribute to climate change?” Even simple questions about a countries size, shape and population are changing rapidly and up-to-date print atlases can be expensive to maintain. Online geographical reference materials however, are increasingly being used in the classroom. The CIA Factbook is one such example.
CIA Factbook
The CIA Factbook is a constantly updated, free online reference material that can be extremely helpful for the 21st Century Classroom teacher. Reildling notes that print atlases can be considered “historical” if they are over five years old and it is not uncommon, for example, to find many classrooms with out-of-date information such as describing the size and shape of the Soviet Union. The CIA Factbook provides relevant, up-to-date information about not only the size and shape of countries, but also provides all sorts of country-by-country comparisons in the areas of Geography, People and Society, Economy, Energy, Communications, Military and Transportation. By being an online reference source, it can be constantly up-dated and maintained at little cost. For the school library or classroom it can be an invaluable, free source of information.
Online References Demand Teacher-Librarians
The sheer number and volume of online reference material that is available and is constantly being created and posted is perhaps the biggest benefit and challenge for school use. The Teacher-Librarian is in the position to provide a strong knowledge base and comprehensive list of valuable online resources. Teacher-Librarians work closely with colleagues and understand the level at which the students within their building are operating. They can collate and curate a number of easy-to-use and relevant online reference sources. They can steer fellow teachers and their students towards dynamic materials that can amaze and inspire learners, such as Google Expeditions. Never before in the history of libraries has there been access to so much quality information. The challenge now becomes who will manage all of that material to suit the needs of today’s 21st Century learner.
Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference skills for the school librarian: Tools and tips. ABC-CLIO, 2013.
Teacher-Librarians: Guardians of Truthful Knowledge, Blog Post, Trickey, Bill, https://blogs.ubc.ca/libe467/2020/02/02/teacher-librarians-guardians-of-truthful-knowledge/
World Factbook, https://www.cia.gov/library/publications/resources/the-world-factbook/
Aside from offering access to reference and resource materials, the Teacher-Librarian can also be a curator of available teacher created materials. The COVID-19 crisis of 2020 is an unprecedented time for the delivery of education and this has created the desire to offer a continuity of learning for students from a distance. As British Columbia (as well as other jurisdictions) close in-school instruction, possibly for the remainder of the 2019-2020 school year, the Ministry of BC Education and local schools and districts are looking for ways to provide learning opportunities at home. With many classroom teachers having little or no experience with the online learning environment and with little direction as how to make it work for individual teachers, there is an opportunity for those Teacher-Librarians who may have experience with online courses or know of teacher/student friendly websites , to share that information with colleagues.
Online Learning May Not Be the Best, But It May Be The Best We’ve Got
Correspondence, Distant, E-Learning or Online Learning Environments are all names for self-directed or independent learning that has been around since the 19th Century. Starting in Britain and the United States with the desire to bring education to segments of the population that could not “…afford the money or the time to attend formal schools.” (Harting/Erthal, 2005, pg. 36). Although independent, self-directed learning is never ideal for students in the K-12 system because of challenges around adolescent perseverance and motivation, there are some teacher/student friendly options available. There is a general consensus that “…the nature and quality of children’s relationships with their teachers play a critical and central role in motivating and engaging students to learn” (Wentzel, 2009, pg 301), however in times of a crisis such as the COVID-19 crisis of 2020, it may be the best that we have to offer.
Blended learning environments are where students have access to real life teachers and is the preferred model to deliver digital or online learning for the simple reason that the K-12 clientele are not the same as an adult, post-secondary online learner. It is noted by scholars such as Wayne Journell that secondary students in particular “…may have difficulty succeeding in an online environment where the teacher is not physically present.” (Journell, 2012, pg. 49) and this is due (as Kathryn Wentzel would argue) to the fact that it is the inter-personal relationship that occurs between teacher and students that allows for the social and emotional maturity needed to help motivate students to succeed. (Wentzel, 2010). Keeping this in mind as we approach the problem of trying to provide a continuity of learning for British Columbia students during the COVID-19 crisis, ideally efforts should be made to lessen the demand for individual teacher created digital course offerings or assignments so that time and energy can instead be devoted to making those important student/teacher connections and supports digitally. In essence, Teacher-Librarians and teachers with experience in online delivery can assist classroom teachers in finding online options that are easy to use for both the student and the teacher so that attention can be directed towards maintaining those social connections that support , motivate and foster learning.
The Classroom Teacher Knows Best
There are many teachers who have had experience in self-directed learning. Teachers who may have experience with special or alternative education where planning and programming for a variety of ages, grades and courses have forced them to create resources that can be accessed quickly and easily (often digitally) and are designed with a simplistic, straight-forward approach to learning, should be accessed first. Nothing can replace the dynamics of a regular classroom, but basic content and skills can be taught in a lesson-by-lesson, self-paced, independent manner. Front line classroom teachers who plan and design courses with this idea as to what students are capable of are often the ones who know best. In a situation such as the COVID-19 crisis and the desire for continuity of learning, it those classroom teacher created resources that should be promoted.
www.trickey.ca An Example Of Online Content Delivery And Work
www.trickey.ca is an example of a teacher created website that offers simple, lesson by lesson approach to learning. The courses found at this website will offer worksheets and assignments that work hand-in-hand with readily available textbook resources or in some cases offer stand-alone “readings” that do not require textbooks at all.
The website’s author and creator comes from an alternate education background where he had to become an early adopter of internet based delivery systems of learning. Assigned to teach a variety of subjects to a variety of grades, to a clientele that experienced difficulty in the regular classroom settings, Mr. Trickey had to create teacher/student friendly, digitally managed options to high school courses. Currently, Mr. Trickey is teaching in a Middle Years program and has begun the process of revamping some of his old courses to better align with the new curricular changes in British Columbia, but the website is rife with straight forward approach to learning with easily downloadable and accessed lesson-by-lesson assignments.
Content Is Still Key
In British Columbia, assessment practices have changed and how student progress is being reported has changed, but what has not changed is the need to learn content. In an era that is stressing critical thinking, what cannot be lost is that someone cannot think critically about something that they know nothing about. The courses provided at www.trickey.ca are content driven, but they work towards developing those core competencies through knowledge acquisition. Arguably, in an era with unprecedented access to information, it becomes the background knowledge provided in the BC education system that will counter the vast amounts of misinformation that is available online. Critically thinking will only occur when a person comes across some “alternative facts” online and says to themselves; “That doesn’t sound like what I learned in school.” Doug Lemov echoes this idea that content and background knowledge is essential when he states that;
Recent research shows that reading comprehension, deep thinking, and even creativity all rely heavily on prior knowledge. Although you can find a thousand articles claiming that knowledge is essentially irrelevant nowadays—that mere facts are not worth teaching in the age of Google, when anyone can look up anything at any time—in fact, cognitive scientists now mostly believe that this apparently tidy logic is wrong.
www.trickey.ca provides background knowledge, organized in a manner that works for both student and teachers. It provides content and student work in a lesson-by-lesson approach that is not meant to replace the dynamics or benefits of a regular classroom setting, but does provide a format for content learning that allows teachers facing the continuity of learning challenges in the face of COVID-19, It allows teachers to focus less on what and how to deliver content and instead allows them to focus their time and efforts to reach out and provide that contact with students that will ultimately result in success.
Works Cited;
Harting, K., & Erthal, M. J.(2005). History of distance learning. Information Technology, Learning and Performance, 23(1), 35-44.
Kirschner, Paul A., John Sweller, and Richard E. Clark. “Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.” Educational psychologist 41.2 (2006): 75-86.
Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. In K. Wentzel and A. Wigfield (Eds.), Handbook of motivation at school (pp. 301-322). Mahwah, NJ: LEA.
The ancient Greek philosopher Heraclitus, reminds us with his famous quote about change is that change is inevitable regardless of our innate desire for the security of routine. Personal change can sometimes be easy, but often encouraging change within others can be more challenging. Colleagues who are used to doing things “their way” or have doubts or misgivings about changing practices that have worked in the past, can often be resistant and require assistance to try something new. This is true in many professions and jobs and can be especially true in education.
Collegial Change in Education and the Role of the Teacher-Librarian
Teaching is a unique profession in that a school operates as a community and specific departments often work together as a team, however once the classroom door closes, the teacher will often work in isolation with his or her students. Almost by design, it favours independent, solitary planning and execution of instruction. Regardless, of how isolated teacher classrooms are, effective departments and schools encourage and help facilitate change amongst their colleagues. Like Heraclitus implies, change is inevitable and when one looks at the dramatic way in which curriculum outcomes can change or how new assessment practices can be dictated, learning how to facilitate collegial change for any teacher is an important skill to have.
The role of the teacher-librarian is an example of someone within a school who has an opportunity to bring about awareness of the need for change and is in the unique position to effectively facilitate change amongst all of the teachers within a particular school. This role is somewhat different from a Department Head or even an Administrator who may be concerned with school-wide changes, but then delegates those changes to departments or individuals. The Teacher-Librarian has the opportunity to assist in specific subject or project planning by not only providing at-hand resources, but also by introducing different perspectives, different forms of technology, and by guiding or helping to provide different access points of information that a classroom teacher may not be aware of. The teacher-librarian also has the benefit of often being aware of or having experience in how other teachers approach instruction and inquiry just by being that central hub of information collection and distribution within a school. Providing information is only part of the solution to being a facilitator of change. Promoting collaboration and a willingness to try new resources or new methods can also fall to the teacher-librarian.
Concerns-Based Adoption Model (CBAM)
The Concerns-Based Adoption Model (CBAM) is one example of how one should go about addressing reservations regarding change. CBAM is an example as to how one should first recognize that change may be difficult and may in fact require a process if one is to effectively promotes and facilitate change (Loucks-Horsley). CBAM is a process that attempts to recognize that change can be difficult but must be individual. That change goes through a series of stages from “Awareness” to “Management” to some form of reflection or “Refocusing” as outlined in the table below;
A Personal Reflection of Collaboration and Facilitating Change.
In my current position at my school (of which I have been working at for 10 years), I am in charge of the Middle Years program within a larger grade 7-12 high school. The grade 7 and 8 program is effectively responsible for one third of the school population and requires myself to be a constant conduit of change, a monitor of objectives and requirements and key facilitator of collaboration. The Middle Years program currently has six core academic teachers and four elective teachers. As a linear, team approach to working with an always active and excitable demographic, the success of the program depends upon the ability of the teachers to be open and willing to try new ideas, work on themes and collaborate on cross curricular studies. When the team is cohesive and can work together, then the program works effectively. When it doesn’t the whole program can suffer.
Recently, I experienced a year in which I had a colleague who was resistant to change and collaboration. He would try to partition the team in an attempt to separate themselves into their own “pod” so that they could work in isolation. Difficulties would inevitably arise when trying to get the whole team to collaborate on a cross-curricular project.
An example of the challenges associated with change, especially with a resistant colleague was when I was trying to promote the access to technology within the program by accessing some new VR or Virtual Reality googles that were on a district loan to our Library. The teacher-librarian who had worked with me in the past, approached me with a question as to whether there was some way that I could use this new and exciting equipment within the Middle Years program. Knowing the resistance I would face with this one particular team member, I had to use an approach similar to what is described in CBAM.
I was very aware that this particular colleague would be hesitant to try something new, collaborate as a team and would be resistant to my suggestions to try something new. They had been teaching a certain way, for a number of years and they had their planning in place, so in their mind, I am sure there was no question as to why they would need to change. Progressing through the “Awareness” stage was particularly important if I was to bring my colleague on side. In this instance, I resisted my first impulse to announce to the team my desire to incorporate the VR goggles using Google Expeditions in order to supplement our Socials 7 unit on the Ancient Egypt. The VR goggles would allow the students, some of which who never leave their small village in the interior of B.C., a chance to virtually visit the pyramids, but if I approached that suggestion as a top-down approach from the Department Head, I knew I would face resistance.
During a collaboration block when all of the Middle Years teachers were meeting together, I asked the teacher-librarian to bring to our meeting the VR googles and demonstrate their potential to the team. The VR goggles work with Google’s Expeditions or downloadable virtual “tours”. At the meeting I had ask the teacher-librarian to demonstrate an Expedition on the human body. I purposefully asked to view an unrelated topic in order to simply expose the resistant teacher to the technology. Once suitably impressed with the demonstration I waited and watched my colleague progress to the “Informational” Stage” where he would like to more about what the VR goggles, and more specifically, what Google Expeditions could offer. I had already prepared a copy of a spreadsheet of what Expedition Tours were available and simply pointed out the Ancient Egypt tour and what it had to offer.
My colleague, having discovered this option essentially for himself, was able to progress himself towards the “Management” stage of the CBAM model and through to the “Consequence” stage where as a team we could then investigate more options as to how adapt or refine his unit on Ancient Egypt to include this dynamic supplement of Virtual Reality.
Change Has to Be Personal
Loucks-Horsely asserts that “The change process is an extremely personal experience and how it is perceived by the individual will strongly influence the outcome” (Louck-Horsely) and my own personal experience reflects this. Facilitating change within a resistant colleague needed the time and opportunity for him to experience the potential for a change and be allowed the time for him to come to the conclusion that change can supplement his traditional way of instruction. Change does not need to be a difficult process if the facilitation of that change takes a bottom-up approach, rather than a top-down approach.
The role of the teacher-librarian is in a unique position within a school to often have first access to resources and references that may be beneficial to the classroom teacher. The teacher-librarian must always be aware of the individual nature of the teacher directed classroom. That professional autonomy is important but at times can also lead to resistance to change or suggestions to try new things. By taking a Concerns-Based approach, the teacher-librarian can help facilitate change and collaboration within a school.
Loucks-Horsely, “Professional Development for Science Education: A Critical and Immediate Challenge” National Standards & the Science Curriculum, edited by Rodger Bybee of the Biological Sciences Curriculum Study. Dubuque, Iowa: Kendall/Hunt Publishing Co., 1996. https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-explanation.pdf
Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference skills for the school librarian: Tools and tips. ABC-CLIO, 2013.
The role of the Librarian has changed over the years. More and more it has become not only the role of the Guardian of Truthful Knowledge, but it has become that invaluable guide to a student’s inquiry. Teacher/Student connections will always be at the heart of helping students with their research questions and requirements. Students must feel welcome in the Library and comfortable to ask for assistance. Students will come to the Library with a varying degree of background knowledge so they will require assistance to find and collect appropriate information to assist them in their assigned (or even personal) inquiries.
“There is no such thing as a dumb question.”
Reidling in Reference Skills for the School Librarian, notes that the most important aspect of assisting students is the attitude towards a student’s request (Reidling, pg. 100). “There is no such thing as a dumb question” is an old saying that is true for any student coming into a library and asking for assistance. Reilding reminds us that students may have “…no pre-knowledge of the type of resource(s) that will answer his or her questions” (Reidling, pg 101) and they “…may not specifically know what he or she is searching for, due to lack of knowledge concerning the subject or the particular assignment.” (Reidling, pg 101) It is therefore incumbent to recognize these trepidations and be as welcoming and as helpful as possible. Teacher-Librarians, like classroom teachers must recognize that building relationships with students is the key to success in helping them.
Collaboration is Key
Aside from assisting students in their requests, the role of the Teacher-Librarian is also to assist colleagues. The classroom and subject specific teacher has the ultimate say and expertise in their classroom, but may not have the opportunity or familiarity with Library based resources that can assist them. Again, personal connections, the willingness to be helpful and open to collaboration will be key to a successful school Learning Commons.
Collaboration can take many forms and need not stop at simply gathering hard-cover reference material for a particular unit of study for a classroom teacher. Suggestions to incorporate technology and internet based research tools to a classroom unit of study or project can also be suggested and assisted. Again, just like building a relationship with students, fostering collegial relationships is key to a welcoming Learing Commons. After all, the Librarian is not a barbarian and is there to help.
Works Cited:
Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference skills for the school librarian: Tools and tips. ABC-CLIO, 2013.
Library Reference material, like most good things in life, have a shelf life (pun intended). Library’s and Learning Commons across the country have to make an effort to regularly assess and review the reference materials located on their shelves. It is often good for teacher-librarians to follow the advice of Reidling who suggests that it “…is more important to have a small but relevant and up-to-date collection of materials than a large collection that is neither useful nor of good quality.” (Reidling, 23). The process of evaluating the quality and relevancy of reference materials will be discussed in this blog, will offer examples of what to look for when evaluating dated materials and will offer an example as to how dated reference materials can be easily (and cheaply) replaced.
What to Look for in Dated Reference Materials
As Guardians of Truthful Knowledge, the modern-day teacher-librarian must be constantly monitoring and assessing in-stock materials for relevancy, accuracy and functional use. It has been my own personal experience that high school students are quick to favour access to digital sources of information over printed text, and when one looks around a high school library and finds many out-dated materials, it may not be surprising as to why.
Reidling in her book Reference Skills for the School Librarian (3rd ed.), suggests some guidelines for the replacement of reference materials that include the replacement of print history books after 10 years (Reidling, pg.24). Aside from age, there are other factors that teacher-librarians may want to consider when evaluating a reference material and the following rubric may be helpful;
Examples of Out-dated Reference Materials and a Possible Replacement
Starting in 1985, Time-Life Book publisher created a reference series of books that provided a comprehensive and accurate account of a variety of nation-states in their series called the Library of Nations. The Library of Nations series was organized in a more biographical account of nations and their peoples. The text was supplemented with graphs and charts that reflected a variety of then current trends. Climate graphs, charts on consumer preferences as well as industrial and agricultural national output were included. Images of people at work and at play were included with historical maps and images related to a particular nation’s history. By all standards at the time of publication the Library of Nations was an excellent factbook for any student doing a basic research study of a country like the Soviet Union or West Germany.
However, when assessed using the rubric outlined above, the series would defiantly be assess as “Not Meeting”. The fact that the Soviet Union and West Germany do not even exist in the same geographical form in 2020 suggests that the material is out-dated and in need of review by the teacher-librarian. The information regarding the per capita consumption of foodstuff may have been current in the 1980’s, but diets and access to new foodstuffs have changed since the 20th Century. In addition, population graphs and data have changed dramatically and as a reference material, the Library of Nations can now only offer some historical information, not current data. What is needed instead is a replacement resource that can be utilized by teachers and students to better understand the world as it is today.
The World Factbook
The World Factbook is a free, online resource created and maintained by the Central Intelligence Agency of the United States. The website is designed to provide the user with up-to-date factual information about the world’s nation-states. The website describes itself as;
The World Factbook provides information on the history, people and society, government, economy, energy, geography, communications, transportation, military and transnational issues for 267 world entities. The Reference tab includes a variety of world, regional, country, ocean and times zone maps, Flags of the World and a Country Comparison function that ranks the country information and data in more than 75 Factbook fields.
When assessed using the same rubric that was used for the Library of Nations, it is easy to see that the World Factbook is exceeding in all criteria. The World Factbook is being constantly updated and has the added benefit of able to compare countries with 75 different fields such as population growth rates, industrial production, GDP, energy products and production, and even data related to climate and natural resources. In addition to providing all sorts of factual information about a country, the ability of this digital resource to post the most current of information available is important.
Final Evaluation
When evaluating the functional use of reference materials in a library, printed materials that offer factual information used to be the dominate reference form. Today, factual series such as the Library of Nations can easily be replaced with free online material such as the World Factbook. The role of the teacher-librarian is evolving from a collector of factual information, to guardian of truthful knowledge, someone who can direct requests to current fact based online research sites. By creating a database of reliable and truthful informational links on a school website, teacher-librarians can help students and teachers wade through all the misinformation and “rabbit holes” that online search queries often promote. Students do lack that broad-based background knowledge that a teacher-librarian may have (Reidling, pg 13) and they then rely on the teacher-librarian to point them in the right direction. In the past, that direction may have been to reference shelves to a series like the Library of Nations, but today is a link to digital resources like the World Factbook.
Works Cited
Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference skills for the school librarian: Tools and tips. ABC-CLIO, 2013.
Teacher-Librarians: Guardians of Truthful Knowledge, Blog Post, Trickey, Bill, https://blogs.ubc.ca/libe467/2020/02/02/teacher-librarians-guardians-of-truthful-knowledge/
Allan, Tony ed. Library of Nations: Germany, Time-Life Books Inc., 1986
Brown, Dale and Martin Mann eds. Library of Nations: The Soviet Union, Time-Life Books Inc., 1985
World Factbook, https://www.cia.gov/library/publications/resources/the-world-factbook/
Teacher-Librarians: Guardians of Truthful Knowledge
Digital Resources are increasingly becoming more popular with students and teachers as access points such as tablets and smartphones to high-speed internet become more commonplace. The role of the Teacher-Librarian has expanded to become more than just the keeper of books, but how Riedling describes as a mediator who “…weighs the good, the bad, and the indifferent data to locate accurate sources to meet the information needs of students”. (Riedling, pg 4) The idea that today’s digital natives have unprecedented access to knowledge is well known, but the idea that all information is not truthful knowledge is what arguably poses the greatest obstacle to students and their quest for accurate information.
The term truthful knowledge becomes a useful phrase to describe this challenge of over-stimulus of digital information. Today’s Teacher-Librarian must be adaptable and current with new online applications that can assist in the students’ search for truthful knowledge. Starting points with crowd-sourced resources such as Wikipedia may provide useful introductions for students, but critical analysis of those online resources require the background knowledge of learned librarians and teachers. Those critical and higher level thinking skills that are being promoted by educational jurisdictions such as British Columbia rely upon background knowledge that student’s often do not possess. Quoting Barbara Stripling and Judy Pitts, Reidling notes that they discovered that;
“…students have little prior knowledge of the information-seeking process, have fragmented understanding of subject knowledge, and that students do not understand that their information-seeking knowledge depends on content knowledge and vice versa.” (Reidling, pg 13)
Access to knowledge is becoming less and less of a hurdle, the challenge that remains however, is wading through the massive amounts of information available, weeding through the endless amounts of misinformation and intelligently selecting usable or truthful knowledge. It has been my experience that when given an opportunity to research an assignment, that a student is quick to “google” a question and quick to click on the first few replies to a Google search. A student’s success in finding useful, truthful knowledge is complicated by the increasing amounts of misinformation on the web. A recent PEW Research paper on this topic raised the question;
“In the next 10 years, will trusted methods emerge to block false narratives and allow the most accurate information to prevail in the overall information ecosystem? Or will the quality and veracity of information online deteriorate due to the spread of unreliable, sometimes even dangerous, socially destabilizing ideas?”
This question as posed by the PEW researchers in 2017 resonates today and bolsters the argument for more Teacher-Librarians in the public school system. The broad-based background knowledge that a Teacher-Librarian provides, their experience with working with course specific teachers, and their constant “weeding of information” both in physical and digital spaces that they are responsible for, are the front line, guardianship skills needed to combat the increasing trend towards misinformation.
Teacher-Librarians recognize the difficulties presented to them in the 21st Century and the job is much more than a keeper of books. By being aware of students’ limitations regarding information seeking processes, their lack of (or at best fragmented) background knowledge and the human nature component of adolescent motivation, Teacher-Librarians in the 21st Century are the front-line mediators of information and guardians of truthful knowledge.
Works Cited:
Riedling, Ann Marlow, Loretta Shake, and Cynthia Houston. Reference skills for the school librarian: Tools and tips. ABC-CLIO, 2013.
The Future Of Truth and Misinformation Online, Janna Anderson-Lee Rainie – https://www.pewresearch.org/internet/2017/10/19/the-future-of-truth-and-misinformation-online/
