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LIVE FROM MARYLAND PUBLIC TELEVISION, THIS IS "DIRECT CONNECTION" WITH JEFF SALKIN.

♪♪] >> JEFF: GOOD EVENING AND WELCOME TO YOUR "DIRECT CONNECTION."

COMING UP TONIGHT A NEW BOOK OFFERS SUGGESTS FOR BUILDING INFORMATION LITERACY.

THAT IS AHEAD.

BUT WE BEGIN TONIGHT TALKING ABOUT YOUR HEALTH.

JOINING US IS Dr.

GARY SCHWARTZBAUER MEDICAL DIRECTOR OF NEUROTRAUMA CRITICAL CARE AT THE UNIVERSITY OF MARYLAND SCHOOL OF MEDICINE SHOCK TRAUMA CENTER AND PROFESSOR OF NEUROSURGERY AT THE UNIVERSITY OF MARYLAND SCHOOL OF MEDICINE.

DOCTOR THANK YOU FOR JOINING US.

>> THANKS FOR HAVING ME.

>> Jeff: I'VE BEEN WATCHING TOO MUCH OF THE WORLD CUP SOCCER MATCHES AND SEEN SO MANY PEOPLE GOING UP FOR HEADERS.

PLAYERS TWO GUYS AT THE SAME TIME GO FOR THE BALL.

THEY TEND TO KNOCK HEADS AS AN EXPERT ON NEUROINJURIES, CONCERNED BY THAT?

>> YEAH.

YOU KNOW VERY MUCH SO.

THAT'S PROBABLY THE BIGGEST CAUSE OF THESE KINDS OF INJURIES IN SOCCER.

IN FACT, IT'S THE COLLISIONS AS YOU JUST POINTED OUT THE COLLISION PART OF IT FROM BODY TO BODY, HEAD-TO-HEAD, BUT THERE'S HITTING THE BALL WITH THE HEAD AND HEADING IN THE FIRST PLACE.

THE REASON THAT ELEVATE AND GO UP IN THE STACK OF PEOPLE.

A LOT OF THINGS ABOUT THAT.

IT'S ABOUT 8 OR 10% OF TOTAL SOCCER INJURIES THAT PRESENT TO OUR EMERGENCY DEPARTMENTS IN THE U.S.

SO THERE ARE WAYS TO LIMIT THOSE KINDS OF INJURIES.

>> Jeff: SO WE'RE TALKING CONCUSSIONS?

>> THAT'S RIGHT.

SO CONCUSSION IS A VERY SIMPLE DEFINITION.

WE HAVE HEARD OF THEM.

SOMEONE HAVING A CONCUSSION ESPECIALLY IN FOOTBALL OR BOXING AND NOW SOCCER WE ARE TALKING ABOUT.

IT IS A MECHANICAL CAUSE FOR BRAIN DYSFUNCTION.

THAT'S IT.

>> Jeff: I HEARD IT DESCRIBED AS A BRAIN BRUISE, SIMILAR?

>> YEAH, THAT IS MORE SEVERE VERSION OF A CONCUSSION.

THE BRAIN CAN ACTUALLY BRUISE SOMETHING CALLED A CONTUSION.

WE CAN SEE THEM ON CAT SCANS.

OR MRI THAT ARE A LITTLE BIT MORE DETAILED TAKE MORE TIME THEY CAN SEE THAT BRUISING.

AND THE BRAIN LIKE YOUR THUMB IF YOU HIT IT WITH A HAMMER CAN SWELL UP AND CAUSE PROBLEMS.

>> Jeff: I ALSO HEARD THAT IN DISCUSSION OF NFL FOOTBALL WHICH WE CAN TALK ABOUT, THE HEAD-ON COLLISION WAS ONE THING.

THE SLIGHTLY OFF ANGLE ONE THAT CAUSES TWISTING WAS SOMEHOW WORSE.

>> THAT'S RIGHT.

SO WHAT WE SEE AT SOCK TRAUMA AND WHAT IS SEEN IN ALL OVER THE WORLD IN THESE INJURIES, IS A ROTATIONAL INJURY TO THE HEAD.

YOU THINK ABOUT IT, WE HAVE THIS HEAD WITH A LITTLE THIN NECK AND IN CHILDREN IT'S WORSE THAT BALANCE IS MORE ASKEW.

THEY DON'T HAVE THE NECK MUSCLES AND THE SHOULDER MUSCLES OR THE TECHNIQUES TO AVOID THESE KINDS OF COLLISIONS.

SO WHEN SOMETHING HITS THE HEAD WHETHER IT IS A BALL OR ANOTHER PLAYER OR THE GROUND, THERE'S LESS RESISTANCE TO REALLY SHAKE THE HEAD.

AND THE BRAIN SITS IN A FLUID THAT SHAKES AROUND LIKE A CORK.

SO IF YOU CAN PREVENTED THAT SUDDEN MOVEMENT BY TENSING THE NECK, PROPER HIT IN ANTICIPATION LIKE HEADING A SOCCER BALL IT CAN ELIMINATE SOME INJURIES.

>> Jeff: IS THERE PROPER TECHNIQUE IN SOCCER YOU WANT TO HIT THE BALL WITH THIS PART OF YOUR HEAD OR THIS PART TO MINIMIZE IF IT'S JUST YOUR HEAD HITTING THE BALL NOT ANOTHER PLAYER IS THERE A WAY TO DO IT RIGHT?

>> THERE IS.

THERE IS A WAY TO TEACH THAT ANTICIPATE AND KEEP THE EYES OPEN.

SOMEONE COMES UP TO YOUR FACE NATURAL REFLEX IS TO CLOSE THE EYES.

KIDS SHOULD BE TAUGHT TO KEEP THE EYE ON THE BALL CLASSIC SAYING AND HIT THE CROWN OF THE FOREHEAD AND THE TENSE THE NECK MUSCLES SO THE HEAD DOES NOT JERK BACK.

>> Jeff: IF YOU HAVE A QUESTION FOR THE DOCTOR ABOUT HEAD INJURIES IN ALL KINDS OF SPORTS SEND US AN E-MAIL WE WILL HAVE THE ADDRESS UP ON THE SCREEN.

LEVELS OF CONCERN AT DIFFERENT LEVELS AT THE LOCAL REC LEAGUE, MAYBE HIGH SCHOOL SOCCER, DO YOU SEE SERIOUS INJURIES?

>> YES, GREAT QUESTION.

WE TEND TO IN THE PAST CONCENTRATE ON THE ADULTS BECAUSE WE SEE THINGS LIKE SOMETHING WE'VE TALKED ABOUT IN THE PAST, CHRONIC TRAMMATIC ENCEPHALOPATHY BUT IT'S THE KIND OF INJURY WE SEE IN OLDER ATHLETES AFTER REPETITIVE HEAD INJURIES.

WHETHER THAT'S FROM SPORTS.

WHETHER THAT'S FROM REPEATED CAR ACCIDENTS AND TRAUMA.

BUT WE'RE FINDING IN FACT THERE IS A LANDMARK STUDY A COUPLE YEARS AGO OUT OF BOSTON THAT FOLKS UNDER 30, ATHLETES WITH REPETITIVE HEAD INJURIES CAN SHOW SIGNS OF PERMANENT NEUROLOGIC INJURY THAT CAN BE SEEN IN THE BRAIN ITSELF.

THAT IS THE BIG CONCERN.

THE OTHER BIG CONCERN IS IF SOMEONE HAS A CONCUSSION, AND THEY ARE NOT RECOGNIZED AND THE PLAYER GOES BACK TO THE FIELD FOR EXAMPLE, AND TOO SHORT OF A TIME THE BRAIN HASN'T HAD TIME TO HEAL IT CAN AMPLIFY.

INK PHENOMENA, THE SECOND CONCUSSION CAN CAUSE A BRAIN SWELLING THAT CAN BE LETHAL IN THE MOST EXTREME CASES.

VARIOUS SPORTS ORGANIZATIONS, FIFA FOR THE ADULTS HAVE TRIED TO COME UP WITH PATHWAYS WE'VE HEARD OF CONCUSSION PATHWAYS FOR NFL PLAYERS, BUT SIMILAR THINGS EXIST ACROSS SPORTS.

STARTING WITH PRECONVENTION.

YOU MENTIONEDDED IS IT DIFFERENT AMONG AGES.

THE U.S.

SOCCER FEDERATION BACK IN 2016 INSTITUTED NEW RULES FOR THOSE UNDER 10 NO HEADING THE BALL.

THAT'S IT.

IT'S RESTRICTED.

THOSE 11 HAD-13, THEY CAN MAYBE PRACTICE IT FOR 30 MINUTES A WEEK.

AND THEN OVER THAT, OF COURSE, WATCHED AND MONITORED ACCORDINGLY.

AND SO TRYING TO PREVENTED THAT INJURY WHEN IT HAPPENS IN YOUTH.

AND WHEN IT DOES HAPPEN THERE IS A SIX-STEP CONCUSSION PROTOCOL.

FIRST STEP IS RECOGNIZING IT.

AND SO YOU MENTIONED WHAT IS A CONCUSSION?

FIRST THICK IS TO RECOGNIZE IT ON THE FIELD IMMEDIATELY.

THERE ARE SO-CALLED DON'T WORRY ABOUT THE TERMS BUT SOFT SCIENCE.

PLAYER MAY NOT FEEL RIGHT MIGHT COMPLAIN OF A HEADACHE, NAUSEOUS, A LITTLE GOT THEIR BELL RUNG.

THAT IS UNFORTUNATE BECAUSE FOLKS TRY TO SHAKE IT OFF AND GO BACK.

>> Jeff: IN THE OLD DAYS IN THE NFL IT WAS SMELLING SALTS AND GET BACK IN THERE.

>> AND THE HARD SIGNS MORE CONCERNING WE'VE SEEN IT HAPPEN TOO, HARD SIGNS WHEN THE PATIENT LOSES CONSCIOUSNESS THEY HAVE CONTINUOUS NAUSEA THROWING UP THEY DON'T KNOW WHAT DAY OR TIME IT IS.

THOSE ARE ONES TO RECOGNIZE IMMEDIATELY GET THE PLAYER OFF THE FIELD.

AND THERE IS A GREAT SAYING I'VE SEEN RECENTLY IS THAT WHEN IN DOUBT SIT IS OUT.

AND ONCE THEY GET INTO THE CONCUSSION PROTOCOL IT'S RECOGNIZED, 24-HOUR REST.

THEY ARE NOT DOING ANYTHING.

AND THEN THEY ENTER INTO A SIX-STEP SLOW ESCALATION THAT IS 24 HOURS AT A TIME TO SLOWLY GET BACK TO PLAY.

YOU ARE LOOKING AT OVER A WEEK JUST TO GO BACK THAT IS THE WAY IT SHOULD BE.

>> Jeff: FOR THE BENEFIT OF PARENTS OF YOUNG ATHLETES, WHERE MAYBE THERE WAS SOME SORT OF CONTACT IT WASN'T IMMEDIATELY PICKED UP AS BEING SERIOUS BUT OVER THE COURSE OF THE NEXT DAY OR TWO OR THAT NIGHT WHAT SHOULD THEY BE LOOKING OUT FOR?

>> IT'S ALMOST ANYTHING.

AND THAT IS A GREAT QUESTION, I'M GLAD YOU ASKED THAT.

BECAUSE IT DOESN'T NECESSARILY HAVE TO HAPPEN RIGHT THEN AND THERE.

IT CAN BE DELAYED A DAY OR TWO AFTER THE IMPACT.

AND SO YOU'RE RIGHT FOR THE PARENTS TO KEEP WATCH.

IF THEY ARE IRRITABLE OR COMPLAINING OF A HEADACHE, COMPLAINING OF RINGING IN THEIR EARS OFTEN THEY DON'T FEEL RIGHT.

FEEL SICK IN THEIR TUMMY THOSE THINGS LOOK OUT FOR THEM AND WATCH THEM OVER THE FIRST COUPLE OF DAYS IF THERE IS A SUSPICION FOR A COLLISION.

>> Jeff: I GUESS THE RED FLAGS WOULD BE OBVIOUS IF THERE IS A LITTLE BIT OF SUSPICION I'M THINKING IN TERMS OF A PARENT DO YOU GO TO URGENT CARE OR THE PEDIATRICIAN?

HOW DO YOU DECIDE?

>> GREAT QUESTION.

IF IT IS AVAILABLE LOCAL EMERGENCY DEPARTMENT OR URGENT CARE AND HOPEFULLY THEY COULD BE ABLE TO REFER THE CHILD TO FURTHER CARE.

CERTAINLY SHOCK TRAUMA WE SEE FOLKS WHO HAVE SERIOUS INJURIES BUT OTHERS HAVE OTHER INJURIES BUT ALSO HAVE A CONCUSSION THAT MAY NOT BE AS SEVERE AS AN OUT RIGHT BRAIN INJURY MIGHT BE.

>> Jeff: NFL TRAINING CAMP STARTS AT THE END OF THIS WEEK ALREADY AND THEY'VE WAITED FOR THE SOCCER TO BE DONE AND NOW REAL FOOTBALL STARTS AND THERE HAVE BEEN CHANGES IN THE GAME.

YOU SEE PEOPLE CERTAINLY IN PRACTICE AT TRAINING CAMP, ESPECIALLY LINEMEN WHICH IS INTERESTING, WEARING ADDED PROTECTION ON THE OUTSIDE OF THE HELMET.

WHAT DO YOU THINK OF THOSE?

>> I THINK THEY ARE GREAT.

YOU CAN MAKE FUN OF THEM THEY HAVE THE GIANT HELMETS IN THE NFL.

>> >> Jeff: YOU REMEMBER THE GREAT GEORGIA ZOO FROM THE FLINSTONES.

>> I'M OLD ENOUGH TO REMEMBER THAT.

YOU'RE RIGHT.

MY DAD PLAYED IN THE 50s HE HAD THE LEATHER HELMET WITH NO FACE GUARD.

AND YOU CAN SEE SO MUCH IT'S EVOLVED WITH BETTER KNOWLEDGE AND BETTER RECOGNITION OF THE NEED TO PROTECT THE ATHLETE.

WHAT YOU DON'T WANT IS THAT FIRST CONCUSSION AMONG OTHER INJURIES, BUT EVEN MORE SO, MORE CRITICALLY IMPORTANT YOU DON'T WANT THAT SECOND CONCUSSION TO HAPPEN IN RAPID SUCCESSION.

>> Jeff: AND THEY ARE IN A BUSINESS WITH A LOT OF MONEY ON THE LINE AND WE'RE HEARING ABOUT POSSIBLE CONNECTIONS TO REPEATED HEAD INJURIES TO SOMETHING CALLED CTE AND MAYBE LOU GEHRIGS.

>> THAT'S RIGHT.

IT'S MORE AND MORE DETAILED STUDIES ARE DONE, OF THE ATHLETES AND RECOGNITION OF THIS, WE'RE TRYING TO DETERMINE WHEN AND WHAT TIME THIS KIND OF PROCESS SETS IN.

AND FROM THE WORK AT THE GROUP IN BOSTON WHO IS PHENOMENAL, STUDIES THIS THE CTE FOUND THAT IT CAN HAPPEN IN THOSE THAT ARE IN THEIR 20s FROM THOSE WHO HAD REPETITIVE HEAD INJURIES.

AND SO AS FURTHER DATA COMES OUT FURTHER STUDIES COME OUT, THE RECOGNITION OF THIS IS THAT SOMETHING WE DO HAVE TO WORRY ABOUT.

>> Jeff: IS THERE ANY DIFFERENCE IN THE WORLD OF YOUTH SPORTS BETWEEN BOYS AND GIRLS?

JUST REACT DIFFERENTLY.

RESPOND DIFFERENTLY.

CERTAINLY DIFFERENT SPORTS ARE TREATED, I'M THINKING ABOUT LACROSSE, AND THE RULES ARE SLIGHTLY DIFFERENT BUT YOU KNOW, GIRLS RUNNING AROUND WITH JUST EYE SHIELDS AND GUYS WITH THE HELMETS.

>> YEAH.

I CAN SAY FROM TREATING SOME FEMALE PLAYERS THAT SHOULD BE CHANGED BECAUSE THEY NEED HELMETS.

ABSOLUTELY.

AND THAT IS A GREAT POINT AND EVEN USING SOCCER AS A DISCUSSION POINT.

SO FOR YOUTH SPORTS BOYS FOOTBALL HAS THE HIGHEST INCIDENTS.

IT'S ABOUT 10 PER EVERY 10,000 EXPOSURES THAT IS A PRACTICE OR A GAME.

FOR GIRLS SOCCER NUMBER TWO.

FOR ALL BOYS AND GIRLS SPORTS THEY HAD EIGHT.

NOT TOO FAR OFF.

BOYS SOCCER DEPENDING ON THE STUDY IS FROM FIFTH TO 9TH IN THAT.

WHAT IS THE DIFFERENCE?

THEIR RULES ARE THE SAME.

ONE HAS A HIGHER INCIDENCE OF CONCUSSION.

ONE THEORY IS THAT THE GIRL PLAYERS WILL TEPID TO REPORT THEIR SYMPTOMS.

GUYS A CULTURE OF GUTTING IT OUT WE TALKED ABOUT THAT.

UNDERREPORTED.

BUT ALSO, THERE'S PHYSICALITY OF IT.

THE NECK DEVELOPMENT MAY NOT BE AS MUCH IN YOUNGER GIRLS TO PREVENT THAT EXCESSIVE MOTION OF THE HEAD TO CAUSE A CONCUSSION.

>> Jeff: I HAVE HALF A MINUTE.

WHEN YOU ARE WORKING AT SHOCK TRAUMA WHERE YOU SPEND MOST OF YOUR TIME THIS IS THE TIME OF YEAR PEOPLE ARE DRIVING BAD ACCIDENTS HAPPEN THEY JUST HAPPEN AND THEY WINDUP AT YOUR DOORSTEP IN A SENTENCE REMIND EVERYBODY WHY THEY NEED TO DRIVE CAREFULLY.

>> OH, MY GOSH.

IT'S BEEN THE BIGGEST IMPACT FOR THE LAST 30-40 YEARS WITH BETTER SPEED LIMITS SAFETY STANDARDS THE INTO CARS WE HAVE SEEN A DROP IN THE NUMBER OF INJURIES WOULD THE BRAIN, SPINE INJURIES AND OVERALL INJURIES AND MORTALITIES.

PLEASE, PLEASE, PLEASE BE SAFE.

FEET FIRST IN DIVING.

HELMET WHEN YOU ARE WEARING A BIKE OR ON THE ROAD.

>> Jeff: DOCTOR WE APPRECIATE YOUR TIME.

THANK YOU SO MUCH.

AND WE WILL BE RIGHT BACK.

>> Jeff: NOW ON THE BOOK BEAT WE ARE JOINED BY THE EDITORS OF "MEDIA AND INFORMATION LITERACY AS CIVIC PRACTICE:LESSONS FROM A COLLEGE CLASSROOM" THEY ARE MEGHAN GROSSE, CHAIR OF THE COMMUNICATIONS AND MEDIA STUDIES DEPARTMENT AT WASHINGTON COLLEGE.

AND SARA CLARKE-DE REZA CHAIR OF THE EDUCATION DEPARTMENT AT WASHINGTON COLLEGE.

THANK YOU BOTH FOR JOINING US.

SARAH HAD THIS BOOK IS A TEAM EFFORT BY THE FACULTY OF WASHINGTON COLLEGE?

>> YEAH.

MEGHAN AND I WERE LUCKY ENOUGH TO COLLECT KEY STUDIES FROM 30 FACULTY FROM ACROSS THE DIVISIONS FROM A VARIETY OF MAJORS.

AND IT'S BEEN A GREAT OPPORTUNITY TO SORT OF SHARE SOME OF THE EXCELLENT WORK THAT HAPPENS HERE AT THE INTERSECTION OF CRITICAL MEDIA LITERACY AND THE WORK WE'VE BEEN DOING AT WASHINGTON COLLEGE SINCE ITS INCEPTION TO PREPARE STUDENTS TO BE CITIZENS OF THE WORLD.

>> Jeff: MEGHAN TELL US MORE ABOUT THE TOPIC WHAT ARE THE KEY ISSUES OF THE MOMENT?

>> YEAH.

SO THE TITLE CAPTURES THOSE TWO KEY THEMES WE HAVE MEDIA AND INFORMATION LITERACY, THE PRACTICE OF FINDING, ANALYZING, EVALUATING ALL SORTS OF INFORMATION.

AND THE SYSTEMS THROUGH WHICH INFORMATION IS CREATED.

AND THEN WE HAVE THIS KIND OF CIVIC DIMENSION WHICH WE ALSO THINK OF QUITE BROADLY WE ARE NOT JUST TALKING ABOUT FORMAL PRACTICES LIKE VOTING OR EVEN LIKE ACTIVISM WE ARE TALKING ABOUT A BROAD RANGE OF CIVIC LITERACIES.

AND SO AS WE SEE IT, YOU CAN'T REALLY OPERATE EFFECTIVELY AS A CITIZEN UNLESS YOU HAVE THESE KEY MEDIA AND INFORMATION LITERACY SKILLS, PARTICULARLY AS THAT'S HOW WE GET INFORMED WHAT IS HAPPENING IN THE WORLD WE SEE THAT AS ESSENTIAL FOR WHAT IS HAPPENING ON CAMPUS.

>> Jeff: AND IT'S DIFFICULT TO FIND CREDIBLE HONEST INFORMATION WHATEVER SIDE OF THE SPECTRUM YOU ARE ON POLITICALLY.

>> ABSOLUTELY.

>> THAT COMPLEXITY IS SOMETHING WE TALK ABOUT A BIT, WHICH IS CERTAINLY THERE ARE SKILLS THERE ARE SPECIFIC SKILLS YOU CAN USE TO THINK ABOUT HOW WE ASSESS INFORMATION BUT WE WANT TO ESTABLISH THE DISPOSITIONS OF THINKING CRITICALLY WHERE THAT IS COMING FROM AND WHO IS CREATING IT HOW THEY MIGHT CREATE NEW TEXTS.

ABSOLUTELY THAT COMPLEXITY IS A HUGE PART OF WHAT WE'RE DEALING WITH.

>> Jeff: IS IT INCREASINGLY DIFFICULT IN THE A.I.

AGE TO FIGURE OUT WHERE SOMETHING IS COMING FROM AND WHO IS BEHIND IT.

>> YES, THAT IS THE CASE.

AND OUR STUDENTS LIKE MANY STUDENTS ARE CRITICAL OF AND I THINK HELPFULLY CRITICAL OF ROLE OF A.I.

IN EDUCATION.

WE SEE THE SKILLS THAT OUR FACULTY ARE DEVELOPING AND ARE HIGHLIGHTED IN THE BOOK AS BEING SORT OF TECH AGNOSTIC.

THERE'S GOING TO BE A NEW TO BE A NEW DISRUPTIVE THING THAT IS CHANGING THE MEDIA OR SHIFTING EDUCATION THE WAY WE FRAME THIS WORK HERE, IS GETTING STUDENTS TO THINK ABOUT ENDURING AND DURABLE SKILLS CRITICAL THINKING, CURIOSITY, QUESTIONS ABOUT POWER AND AUTHORSHIP AND THE USE AND UTILITY OF INFORMATION THEY CAN APPLY RIGHT NOW WHEN THEY ARE NAVIGATING A.I.

OR IN THE FACE OF THE NEXT BIG THING WHICH WILL BE A PART OF THEIR EDUCATIONAL FUTURES AND THE CAREERS THEY WILL HAVE MOVING INTO THEIR ADULT LIVES.

>> Jeff: I SAW IN THE SUMMARY THERE ARE FOUR INFORMATION LITERACY SKILLS.

WHAT WOULD THOSE BE?

>> A BIG KIND OF INSPIRATION FOR WHAT WE WERE DOING CAME FROM THE ASSOCIATION OF COLLEGE AND RESEARCH LIBRARIES.

THEY PUT TOGETHER FRAMEWORK FOR INFORMATION LITERACY.

AND WE SAW HELPFUL CONCEPTS FROM THAT BUT INTEGRATED A COUPLE OF THEM ACROSS THESE DIFFERENT THEMES.

AND SOD BOOK IS DIVIDED INTO THE FOUR PARTS.

WE'RE TALKING ABOUT HOW TO SEARCH FOR INFORMATION WITH INTENTIONALITY.

WE'RE TALKING ABOUT INTEGRATING PERSPECTIVES FROM A WIDE RANGE OF SOURCES AND VIEWPOINTS.

WE'RE TALKING ABOUT RESEARCH PROCESSES FOR COMPLEX ISSUES AND THE FOURTH THING WE SEE IN THESE CASE STUDIES IS OUR EXAMPLES OF PEOPLE ALSO MAKING MEDIA TEXTS OF SOME KIND.

THOSE ARE THE FOUR KEY POINTS WE HIT ON.

THAT HAVE FOUR OR FIVE DIFFERENT EXAMPLES FROM ACROSS THE CURRICULUM IN EACH ONE.

>> Jeff: ARE THERE MISTAKES THAT ALL CONSUMERS OF INFORMATION INCLUDING STUDENTS MAYBE INCLUDING THE FACULTY COMMONLY MAKE?

>> I THINK THE MY FIRST GUT RESPONSE ANSWER TO THAT IS JUST NOT THINKING CRITICALLY ABOUT THE INFORMATION.

OR I WOULD SAY TAKING INFORMATION AT FACE-VALUE NOT WONDERING ABOUT THE SORT OF STRUCTURAL OR HISTORICAL OR CULTURAL OR INDUSTRY WAYS THAT INFORMATION IS SHAPED AND GOVERNED AND MANAGED AND ACCESSED.

SO I THINK THE HOPE FOR SORT OF STARTING TO ENGENDER THE SKILLS IN STUDENTS IS TO GET THEM STARTING WITH A CURIOSITY ABOUT WHERE INFORMATION COMES FROM.

BUT THEN ALSO TAKING THAT AND APPLYING IT DIRECTLY TO BETTER BEING BETTER TO NAVIGATE AND PARTICIPATE MEANINGFULLY IN THE WORLD.

SOMETIMES WE TEACH STUDENTS THINGS AND WE'RE ALL GUILTY OF THIS AND THEY MIGHT STRUGGLE IN THE MOMENT TO UNDERSTAND THE SO WHAT QUESTIONS.

LIKE WHY AM I LEARNING THIS?

WHAT DOES IT MATTER?

HOW DOES IT APPLY TO MY LIFE?

AND ONE OF THE THINGS WE LOVE ABOUT THE CASES THAT QUESTION GETS ANSWERED RIGHT AWAY AND IN A WAY THAT FEELS UNIVERSAL AND BROADLY APPLICABLE.

EVEN IF YOU ARE ONLY TAKING THIS ONE MATH CLASS YOU ARE NOT A MATH MAJOR, WHAT YOU ARE TAKING AWAY FROM LEARNING HOW VOTING WORKS FOR EXAMPLE.

THE MATHEMATICS OF VOTE SOMETHING APPLICABLE TO YOUR LIFE AS A CITIZEN.

SO IT PASSES THAT SO WHAT TEST COMPELLINGLY.

TO ANSWER YOUR QUESTION, ONE MISTAKE WE MAKE IS NOT ALWAYS PUTTING THAT SO WHAT ANSWER FIRST.

AND ONE THING I THINK THAT THESE CASE STUDIES DO WELL AND THIS INTERSECTION OF CIVIC AND MEDIA LITERACY DOES IT GETS TO THE HEART OF THAT ISSUE FROM THE OUTSIDE.

>> ALSO ONE OTHER THING THAT I FIND HELPFUL ABOUT THIS FRAMEWORK IS THE PUSH AGAINST HOW WE THINK ABOUT AUTHORITY AND ALL THE DIFFERENT PLACES.

AS RESEARCHERS, BUT I THINK FOR STUDENTS AS WELL IT'S OFTEN HARD TO IDENTIFY WHERE THE GAPS ARE IN TERMS OF WHOSE PERSPECTIVES ARE MISSING, WHOSE LIVED EXPERTISE IS MISSING.

WE RELY ON FORMAL EXPERTISE AND I THINK PUSHING STUDENTS TOWARDS THINKING ABOUT ALTERNATIVE VIEWPOINTS OR THESE OTHER WAYS OF BRINGING KNOWLEDGE INTO THESE CONVERSATIONS IS HELPFUL PRACTICE THAT WE SEE IN A LOT OF THESE INSTANCES AS WELL.

>> Jeff: INTERESTING TIMING FOR THE PUBLISHING OF THE BOOK THE 250TH ANNIVERSARY OF OUR NATION AND SITTING WHERE YOU ARE SITTING ON CAMPUS AT WASHINGTON COLLEGE NAMED FOR ONE OF THE FOUNDING FATHERS.

HOW DO YOU THINK ABOUT THIS THAT INTERSECTION OF ALL THESE CHANGES IN MEDIA AND PUBLICATIONS COMING ON OUR 250TH BIRTHDAY?

>> WELL, ONE OF THE THINGS WE'RE PROUD OF HERE AND WE CELEBRATE OFTEN IS SORT OF BEING THE FIRST IN THE NEWLY FORMED NATION THE FIRST INSTITUTION OF HIGHER EDUCATION WHOSE PURPOSE WAS TO TRAIN CITIZENS FOR LIVES OF CITIZEN LEADERSHIP.

AND SO IT'S NOT SURPRISING TO ME THAT WHEN WE LOOKED TO PUT THIS VOLUME TOGETHER IT WAS EASY TO FIND LOTS OF PEOPLE HERE WHO WERE DOING THAT WORK.

ACROSS OUR DISCIPLINES AND IN LOTS OF DIFFERENT PLACES.

SO WE'RE EXCITED TO BE CELEBRATING THIS AT THIS MOMENT AS A CONTINUATION OF THAT LEGACY WORK AT WASHINGTON COLLEGE.

BUT ALSO, IN A WAY THAT WE THINK IS BROADLY ACCESSIBLE AND GENERALIZABLE TO LOTS OF PLACES THAT CAN'T MAKE THAT HISTORICAL CLAIM THAT WE CAN SO PROUDLY MAKE HERE.

>> THAT IS WHAT I WOULD ADD THE CALL FOR HIGHER EDUCATION TO TRAIN STUDENTS IN THIS WAY IS A BROAD ONE.

AND SO I THINK FOR PEOPLE WHO ARE TEACHING STUDENTS IDENTIFYING WHERE THIS WORK IS ALREADY HAPPENING OR WHERE THEY CAN FURTHER EMPHASIZE THESE TRANSFERABLE LITERACY SKILLS OR APPLY THE SKILLS TO THE CIVIC QUESTIONS IS SOMETHING THAT IS WORK THAT PEOPLE CAN DO ACROSS THE BOARD IN HIGHER-ED BUT IN K-12 AS WELL WE CAN SEE SPACE FOR THAT.

>> SORRY JEFF.

UNIQUE CONTRIBUTIONS HERE IN THE HISTORY OF THESE FIELDS, THE WORK OF CIVIC ENGAGING.

OR MEDIA LITERACY IS COMPARTMENTALIZED.

IT'S WHAT HISTORIANS DO AND WHAT LIBRARIANS DO AND ONE THING WE'RE SHOWING THAT WE THINK IS IMPORTANT IT'S WORK THAT WE CAN ALL DO THAT MANY OF US ARE ALREADY DOING.

AND THAT WE CAN DO BETTER IF WE NAME IT AND CLAIM IT ACROSS THE DISCIPLINES AND ACROSS THE STUDENTS SORT OF COURSE OF STUDY.

I THINK THAT IS THE POWER OF FRAMEWORK.

AND ONE THING OUR BOOK OFFERS IS A SORT OF SET OF DISCREET SKILLS AND DISPOSITIONS THAT BORROW FROM THE FRAMEWORK BUT WE'VE RESHAPED TO LIE LIGHT THEIR CIVIC MISSION.

IF YOU ARE A TEACHER AND YOU OPEN THIS BOOK YOU CAN ENCOUNTER A SET OF LANGUAGE AND IDEAS THAT CAN SHAPE YOUR PRACTICE.

YOU CAN SAY MAN, YOU ARE RIGHT INTELLECTUAL USE MILTY AND APPROACHING -- HUMILITY AND APPROACHING RESEARCH PROBLEMS FROM VARIED PERSPECTIVES.

IF I SAY THAT OUT LOUD TO MY STUDENTS IN THE COURSE OF OUR CLASS, AND I TELL THEM WHY THAT IS SO IMPORTANT BEYOND THE ASSIGNMENT WE'RE WORKING ON WHY THAT IS SO IMPORTANT FOR THEM AS CITIZENS OF THE WORLD THAT WORK WILL BE MORE POWERFUL.

>> Jeff: AND I AND THAT IS "DIRECT CONNECTION" FOR THIS WEEK.

WE'RE BACK FRIDAY WITH STATE "STATE CIRCLE" THE LATEST ON MARYLAND POLITICS.

NOW, FOR ALL OF US AT MPT THANK YOU FOR WATCHING "DIRECT CONNECTION" AND HAVE A GOOD NIGHT.

[♪♪]