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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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Index

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academic identities 133

academic research skills 104–107

academic writing 52, 190, 217

ACT reading test 2–3

advertisements 41, 165, 242

digital content 179–180, 182–186, 188–190

Amnesty International 103

analysis of science accommodation (ASA) 117

Aristotle’s Nichomachean Ethics 148, 150

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