Algorithms are everywhere, and they have increasing power over what we consume (Amazon, Netflix, TikTok), who we date (“the apps”), and how we understand the world (Google, ChatGPT). So, what are algorithms, and how did they become so powerful? Who are the humans that create them, and why does it matter?

In this workshop, we will explore how algorithms can perpetuate bias and discrimination, and discuss some preventive strategies. It is open to learners of all backgrounds and experience.

Algorithms are not neutral but this does not mean they are not useful tools for research. In this workshop on algorithmic bias, student learn how algorithms can perpetuate bias and discrimination and how to critically evaluate their search results.

We use Google every day, but we do really understand why we get certain results? This event will explain what an algorithm is, how search engines use them, and how bias exists in our search results. Attendees will have a chance to reflect on the ways biased results can echo larger biases for representation in society.  Access this site at your convenience at: https://jmu.libwizard.com/f/algorithms-bias

Co-creators: Malia Willey and Alyssa Young.

This 30-minute activity demonstrates how to search in Google Scholar and explains how results are ranked. It requires students to explore Google Scholar and encourages students to reflect on potential biases this tool might have in regards to research. This lesson plan was Part 2 of an hour-long workshop that also included a 30 minute search engine algorithmic bias lesson.

This 30-minute activity was a quick introduction to algorithmic bias and the importance of critically evaluating search engine results. Algorithms increasingly shape modern life and can perpetuate bias and discrimination. In pairs, students analyzed the results from Google Image searches and Google Autocomplete suggestions. This activity was based on “Algorithms of Oppression: How Search Engines Reinforce Racism,” by Safiya Umoja Noble. This lesson plan was Part 1 of an hour-long workshop that also included a 30 minute Google Scholar activity.

Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?
1) Faire une courte introduction engageante (15min.)
2) Identifier la minorité surmotivée et leur distribuer un parcours.
3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.
Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.

The purpose of this activity is to inspire students to adopt structured methods when they explore and retrieve information. It is based on lab notebooking methods and on managing and documenting the flow of references in Zotero, a reference management software.