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.
This collection offers support for instructors who are concerned about students critical literacy abilities
List of Figures and Tables Acknowledgments Alice S. Horning and
Ellen C. Carillo: Introduction Disciplinary Responses to the Era of Fake
News Paul T. Corriga: The Reading Moves of Writing Teachers Debating Online
JosephForte: The Fox and the OWL: Pedagogical Lessons from a Real-World
Fake News Controversy William FitzGerald: Search(able) Warrants: Fostering
Critical Empathy in the Writing (and Reading) Classroom LaraSmith-Sitton
and Courtney Bradford: What Is Fake News? Walls, Fences, and Immigration:
How Community-Based Learning Can Prompt Students to Employ Critical Reading
and Research Practices Composition Classroom Practices in the Era of Fake
News Danielle Koupff: Factual Dispute: Teaching Rhetoric and Complicating
Fact-Checking with The Lifespan of a Fact Lilian Mina, DakotaMills, and
Shifatiha: Fighting Fake News with Critical Reading of Digital-Media Texts
Ellery Sillsand Daniel Kenzie: Critical Science Literacy in the Writing
Classroom: A Pedagogy for Post-truth Times JessicaSlentz Reynoldsand
Stephanie Jarrett: The Resurgence of the Pacific Northwest Tree Octopus: How
Instructors Can Use New Media to Increase Students Awareness of Fake News
Jeaneen Canfield: Teach from Our Feet and Not Our Knees: Ethics and Critical
Pedagogy Kristina Reardon: News as Text: A Pedagogy for Connecting News
Reading and Newswriting Teaching Visual and Digital Media Literacy in the
Era of Fake News Dan Lawrence: How Information Finds Us: Hyper-Targeting
and Digital Advertising in the Writing Classroom Angelaaflen: Preparing
Students to Read and Compose Data Stories in the Fake News Era ChrisM.
Anson and KendraL. Andrews: Sleuthing for the Truth: A Reading and Writing
Pedagogy for the New Age of Lies Stephanie West-Puckett, GenoaShepley, and
Jessicaray: Hacking Fake News: Tools and Technologies for Ethical Praxis
Notes on Contributors Index.
Ellen C. Carillo is Professor of English and a Writing Coordinator at the University of Connecticut. She is the author of Securing a Place for Reading in Composition: The Importance of Teaching for Transfer; A Writers Guide to Mindful Reading; Teaching Readers in Post-Truth America; and the MLA Guide to Digital Literacy.
Alice S. Horning is professor emerita of Writing and Rhetoric/Linguistics at Oakland University. Her research over her entire career has focused on the intersection of reading and writing, focusing lately on lessons from the period 1880-1930 on the teaching and learning of literacy.
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