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Teaching Critical Reading and Writing in the Era of Fake News

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Edited By Ellen C. Carillo and Alice S. Horning

This collection offers support for instructors who are concerned about students’ critical literacy abilities. Attending to critical reading to help students navigate fake news, as well as other forms of disinformation and misinformation, is the job of instructors across all disciplines, but is especially important for college English instructors because students’ reading problems play out in many and varied ways in students’ writing. The volume includes chapters that analyze the current information landscape by examining assorted approaches to the wide-ranging types of materials available on and offline and offers strategies for teaching critical reading and writing in first-year composition and beyond. The chapters herein bring fresh perspectives on a range of issues, including ways to teach critical digital reading, ecological models that help students understand fake news, and the ethical questions that inform teaching in such a climate. With each chapter offering practical, research-based advice this collection underscores not just the importance of attending to reading, particularly in the era of fake news, but precisely how to do so.

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List of Figures and Tables

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Figure 7.1: Course Major Assignments: Source-Author

Figure 7.2: Activity Prompt on Bias Detection in News Sources. Source: Author

Figure 7.3: An Activity Prompt to Authenticate Visual Content Using Citizen Evidence Lab Source: Author

Figure 13.1: A and B: Two Data Stories Based on the Same Data Set. Source: Author

Figure 13.2: A and B: Comparison of Two Bar Charts. Source: Author

Figure 13.3: Sample Data Story. Source: Author

Figure 14.1: Wolf Pack Source: Nature Picture Library

Figure 15.1: Evaluation Heuristic Source: Author

Table 9.1: Expository Unit. Source: Author

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