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1262768350 |
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OCoLC |
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20220404013133.0 |
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|b T423 2021
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|a 302.23
|2 23
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| 245 |
0 |
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|a Teaching about fake news :
|b lesson plans for different disciplines and audiences /
|c edited by Candice Benjes-Small, Carol Wittig, and Mary K. Oberlies.
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| 264 |
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|a Chicago, Illinois :
|b Association of College and Research Libraries,
|c 2021.
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| 264 |
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|c ©2021.
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| 300 |
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|a x, 321 pages :
|b illustrations (some color) ;
|c 26 cm.
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| 336 |
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|a text
|b txt
|2 rdacontent.
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| 337 |
|
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|a unmediated
|b n
|2 rdamedia.
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| 338 |
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|a volume
|b nc
|2 rdacarrier.
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| 520 |
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|a Fake news is a problematic phrase. Does it simply mean stories that are truly fake? Does it include a story whose facts are basically true but twisted by manipulative language and fallacious reasoning? Where do memes and fabricated images fall in this definition? Is it new, or just propaganda? And yet, "fake news" is the phrase that has captured people's attention. While librarians have justified concerns that "fake news" does not fully (or even accurately) capture the nuances of our problematic information ecosystem, it's a phrase that resonates with and is used by others. Teaching about Fake News adds to this ongoing conversation by helping librarians think about the topic through the lens of different disciplines and audiences, and focus on an aspect of fake news that will be compelling to a particular audience or in a specific setting. The book contains 23 chapters with full lesson plans arranged into seven themes: algorithms/altmetrics, visual literacy, media literacy, memes, business, science communication, the financial/political impact of fake news, and partnerships. Each chapter has an accompanying PowerPoint freely available in the ACRL Sandbox and findable with the tag "#fakenews". Fake news is a huge subject with numerous angles and perspectives. By taking a more nuanced approach, focusing on distinct aspects of fake news and tailored for specific audiences, librarians can move students toward a more critical approach to news literacy.
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| 504 |
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|a Includes bibliographical references.
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| 505 |
0 |
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|g Introduction /
|r Candice Benjes-Small, Carol Wittig, and Mary K. Oberlies --
|t Net is not neutral : teaching hidden biases in everyday internet use /
|r Liz McGlynn Bellamy and Alyssa Archer --
|t Senior citizens, digital citizens : improving information consumption in older adults /
|r Nicole Thomas --
|t Teaching undergraduates to collate and evaluate news sources with altmetrics /
|r Amanda MacDonald and Rachel Miles --
|t It's a conspiracy! : how, why, and where conspiracy theories endure and thrive /
|r Sarah E. Morris --
|t Revelatory reading : understanding, critiquing, and unveiling religious news stories /
|r Andy Newgren --
|t From rooftop to laptop : photographic art(ifice) /
|r Amy Yeminne Kim --
|t What you see is what you get...or not? : fake news through the visual manipulation of data /
|r Elizabeth M. Johns and Justine Chasmar Stauffer --
|t Evaluating data visualizations for misinformation & disinformation /
|r Nicole Helregel --
|t Power of images : from postmodern art to memes /
|r Rebecca Barham --
|t Birth of the meme : political cartoons, media, and the election of 1800 /
|r Michael Frawley --
|t Memes are not fact : thinking critically about memes in a world of misinformation /
|r Rosalind Tedford and Hubert Womack --
|t Fact-checking viral trends for news writers /
|r Elizabeth M. Downey --
|t Bad influence : disinformation and ethical considerations of influencer marketing campaigns on social media platforms /
|r Laureen P. Cantwell and Mia Wells --
|t Battling fake science news : the power of framing /
|r Ekaterina Bogomoletc and Nicholas Eng --
|t Establishing the fake news-pseudoscience connection in a workshop for graduate students /
|r Brian Quinn --
|t Sound science or fake news? : evaluating and interpreting scientific sources using the ACRL Framework /
|r Anna Mary Williford and Charlotte Ford --
|t How the scientific method invalidates "fake news" /
|r Megan Carlton and Lea Leninger --
|t "Fake news," real policies : how the blurring of information genres may affect the creation of health care policies /
|r Kathleen Phillips and Joel M. Burkholder --
|t Alternative facts and actual profits : teaching fake news in a business context /
|r Allison F. Gallaspy --
|t Mediated lives : a cultural studies perspective to discussing "fake-news" with first-year college students /
|r Jacob Herrmann --
|t Teaching students to analyze and interpret historical propaganda /
|r Amy E. Bush, Christine Cheng, and Alesia M. McManus --
|t Countering fake news with collaborative learning : engaging writing center tutors in information literacy instruction /
|r Lori Jacobson --
|t Faculty conversations : bringing the next level of "fake news" library instruction into the classroom /
|r Jo Angela Oehrli.
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| 650 |
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0 |
|a Fake news
|x Study and teaching.
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| 650 |
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0 |
|a Media literacy
|x Study and teaching.
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| 650 |
|
0 |
|a Visual literacy
|x Study and teaching.
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| 650 |
|
0 |
|a Mass media and propaganda.
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| 650 |
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0 |
|a Mass media
|x Objectivity.
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| 650 |
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6 |
|a Fausses nouvelles
|x Étude et enseignement.
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| 650 |
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6 |
|a Éducation aux médias
|x Étude et enseignement.
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| 650 |
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6 |
|a Éducation visuelle
|x Étude et enseignement.
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| 650 |
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6 |
|a Médias et propagande.
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| 650 |
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6 |
|a Médias
|x Objectivité.
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| 650 |
|
7 |
|a Media literacy
|x Study and teaching.
|2 fast.
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| 650 |
|
7 |
|a Visual literacy
|x Study and teaching.
|2 fast.
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| 690 |
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|a CMU author
|5 cug.
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| 700 |
1 |
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|a Benjes-Small, Candice M.,
|e editor.
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| 700 |
1 |
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|a Wittig, Carol,
|e editor.
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| 700 |
1 |
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|a Oberlies, Mary K.,
|e editor.
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