Breaking free of curricular confines: Seeking new opportunities to teach critical media literacy in the era of “fake news”
| dc.contributor.author | Morris, Abigail | |
| dc.date.accessioned | 2019-08-19T15:52:28Z | |
| dc.date.available | 2019-08-19T15:52:28Z | |
| dc.date.issued | 2018 | |
| dc.description.abstract | The 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.identifier.uri | https://hdl.handle.net/11274/11738 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Media literacy | en_US |
| dc.subject | Fake news | en_US |
| dc.subject | Library instruction | en_US |
| dc.title | Breaking free of curricular confines: Seeking new opportunities to teach critical media literacy in the era of “fake news” | en_US |
| dc.type | Presentation | en_US |