记忆元素养目标（二）
之前的日课《记忆元素养目标（一）》，介绍了元素养这个概念产生的过程及其含义，简单来说，元素养就是2.0版本的信息素养。
在这篇日课里介绍了元素养的目标与学习对象之一，还有四分之三没有列出来，现在一并列出来：
Goal 1:Actively evaluate content while also evaluating one’s own biases
1. Verify expertise but acknowledgethat experts do exist. (A, C)
2. Acknowledge that content is notalways produced for legitimate reasons, and that biases exist, both subtle andovert. (C)
3. Reflect on how you feel aboutinformation or an information environment to consider multiple perspectives.(A, M)
4. Consciously seek information froma spectrum of viewpoints and sources. (B)
5. Determine how a source’s purpose,document type, and delivery mode affect its value for a particular situation. (B,C)
6. Distinguish between editorialcommentary and a research-based perspective, recognizing that values andbeliefs are embedded in all information. (C)
7. Determine the value of formal andinformal information from diverse online sources, such as scholarly,user-generated, and OERs. (C)
8. Evaluate user-generatedinformation in social media environments and differentiate between opinion andfact.(B, C)
9. Critically assess informationfrom all sources, including dynamic content that circulates online. (B)
10. Examine how you feel about theinformation presented and how this impacts your response. (A, M)
Goal 2:Engage with all intellectual property ethically and responsibly
1. Differentiate between producingoriginal information and remixing openly licensed content. (C)
2. Responsibly produce and shareoriginal information and ethically remix and repurpose openly licensed content.(B)
3. Distinguish between public andpersonal information and make ethical and informed decisions aboutappropriately sharing information online. (C)
4. Differentiate between copyright,Creative Commons, and open licenses in both the creation and licensing oforiginal and repurposed content. (B, C)
5. Identify and follow the specificintellectual property attribution expectations in the setting in which you areworking. (B, C)
Goal 3:Produce and share information in collaborative and participatory environments
1. See oneself as a producer as wellas consumer of information. (A, M)
2. Participate conscientiously andethically in collaborative environments. (B)
3. Protect personal privacy andactively secure your online information. (B, C)
4. Share knowledge accurately andeffectively through the production of content using appropriate and evolvingformats and platforms. (B)
5. Translate information presentedin one manner to another in order to best meet the needs of a particularaudience. (B, C)
6. Recognize that learners are alsoteachers and teach what you know or learn in collaborative settings. (A, B, C)
7. Critically evaluate and verifyuser-generated content and appropriately apply in new knowledge creation. (B,C)
8. Recognize diverse cultural valuesand norms to create and share information for global audiences. (B, C)
来自于<Goals and Learning Objectives>,
https://metaliteracy.org/learning-objectives/
我们先不看具体的学习对象，而看大的目标：
Goal 1:Actively evaluate content while also evaluating one’s own biases
Goal 2:Engage with all intellectual property ethically and responsibly
Goal 3:Produce and share information in collaborative and participatory environments
翻译成中文如下：
目标1：主动地评估信息的内容，同时评估信息传递者的偏见
目标2：负责任、有道德地使用所有智力财富（常指知识产权）
目标3：在合作与参与的环境中，生产和分享信息
目标1让我想到了自我中心的偏见。
2岁的小孩常常仍然以为别人看到的世界与自己看到的世界是一致的。有这么一个实验，一张纸两面分别是鸟与建筑，小孩子都认识，假如将这张纸放在小孩与另一个人之间，小孩子看到鸟的图片，询问小孩另一个人看到的是什么图片？小孩往往会认为对方看到的也是鸟，而不是建筑！
自我中心的偏见另一突出体现就是认为别人会对我们像我们自己一样在意。一个实验是这样进行的，假如让受试者穿上大红大绿的衣裤，问受试者多少行人会觉得他/她这身打扮奇怪，受试者给出的比例远远高出实际的比例。
信息传递者的偏见有时还来自于直觉思维
直觉思维常常让我们忽视基础概率，而重视突出特征。譬如一个人热爱印度诗歌，精通梵文，喜欢收藏印度字画，佛像，问他更可能是印度文学教授还是细胞生物学家，大多数人认为是前者，而实际上尽管描述的特征与前者的匹配度是后者的20倍，但基础概率却远低于后者的1/20，所以更有可能是细胞生物学家。
直觉思维让我们太容易建立两者之间的联系，哪怕没有因果关系。
譬如美国人容易将通过火车逃难与犹太人受迫害联系在一起，而通过轮船逃难则对应着越南战争，前者让其充满同情，后者让其觉得美国发动的战争愚蠢错误。于是讯问受试者，一小国受到另一大国的攻击，引发大批难民逃难，美国是否应该出兵干预，如果告知是通过火车逃难，那么选择应该干预的比例就会大于告知是通过轮船逃难的比例。
目标2，强调的是避免抄袭，引用要注明出处，对于有版权的，要征得同意。
目标3则是说在互动平台的学习，譬如QQ群，微信群，甚至包括公众号，在这个时代，互动中学习是王道，观念在碰撞中升华，我们不是我们的思想，我们可以反思我们的思想，有时可以改变，当支持我们观点的证据出错或者有更强的证据出现的时候，有时需要坚持，不要做随大流的庸人。核心在于自我反省
最后，我们给出元素养的模型：
元素养修行者修行的四个方面及扮演的多种角色：
我们所处的多样的信息环境：
元素养要求具有的素质：
元素养非常重要，值得深入思考，愿我们共同进步！