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The juniors in Bill Stroud's class are riveted by a documentary called Loose Change unspooling on a small TV screen at the Baccalaureate School for Global Education, in urban Astoria, N.Y. The film uses 9/11 footage and interviews with building engineers and Twin Towers survivors to make an oddly compelling if paranoid case that interior explosions unrelated to the impact of the airplanes brought down the World Trade Center on that fateful day. Afterward, the students--an ethnic mix of New Yorkers with their own 9/11 memories--dive into a discussion about the elusive nature of truth.
Raya Harris finds the video more convincing than the official version of the facts. Marisa Reichel objects. "Because of a movie, you are going to change your beliefs?" she demands. "Just because people heard explosions doesn't mean there were explosions. You can say you feel the room spinning, but it isn't." This kind of discussion about what we know and how we know it is typical of a theory of knowledge class, a required element for an international-baccalaureate diploma. Stroud has posed this question to his class on the blackboard: "If truth is difficult to prove in history, does it follow that all versions are equally acceptable?"
Throughout the year, the class will examine news reports, websites, propaganda, history books, blogs, even pop songs. The goal is to teach kids to be discerning consumers of information and to research, formulate and defend their own views, says Stroud, who is founder and principal of the four-year-old public school, which is located in a repurposed handbag factory.
Classes like this, which teach key aspects of information literacy, remain rare in public education, but more and more universities and employers say they are needed as the world grows ever more deluged with information of variable quality. Last year, in response to demand from colleges, the Educational Testing Service unveiled a new, computer-based exam designed to measure information-and-communication-technology literacy. A pilot study of the test with 6,200 high school seniors and college freshmen found that only half could correctly judge the objectivity of a website. "Kids tend to go to Google and cut and paste a research report together," says Terry Egan, who led the team that developed the new test. "We kind of assumed this generation was so comfortable with technology that they know how to use it for research and deeper thinking," says Egan. "But if they're not taught these skills, they don't necessarily pick them up."
The chairman of Sun Microsystems was up against one of the most vexing challenges of modern life: a third-grade science project. Scott McNealy had spent hours searching the Web for a lively explanation of electricity that his son could understand. "Finally I found a very nice, animated, educational website showing electrons zooming around and tests after each section. We did this for about an hour and a half and had a ball--a great father-son moment of learning. All of a sudden we ran out of runway because it was a site to help welders, and it then got into welding." For McNealy the experience, three years ago, provided one of life's aha! moments: "It made me wonder why there isn't a website where I can just go and have anything I want to learn, K to 12, online, browser based and free."