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dc.contributor.authorMorris, Abigail
dc.date.accessioned2019-08-19T15:52:28Z
dc.date.available2019-08-19T15:52:28Z
dc.date.issued2018
dc.identifier.urihttps://hdl.handle.net/11274/11738
dc.description.abstractThe recent rise in “fake news” has brought renewed attention to developing students’ critical thinking and media literacy skills. Librarians, as both experts in the pedagogy of information literacy and as curricular outsiders have an opportunity to develop creative programming that addresses these skills, and find spaces where autonomous teaching practices that produce life-long learners and informed citizens can be cultivated. Ideas on how to apply the Framework to media literacy education, create programming to extend instruction and outreach efforts across campus communities, and emerge as campus leaders in information/media literacy and critical thinking pedagogy will be discussed.en_US
dc.language.isoen_USen_US
dc.subjectMedia literacyen_US
dc.subjectFake newsen_US
dc.subjectLibrary instructionen_US
dc.titleBreaking free of curricular confines: Seeking new opportunities to teach critical media literacy in the era of “fake news”en_US
dc.typePresentationen_US


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