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Critical media literacy and fake news in post-truth America / edited by Christian Z. Goering and Paul L. Thomas

Secondary Author Goering, Christian Z.
Thomas, Paul Lee, 1961-
Reynolds, William M.
Country Holanda. Publication Leiden : Brill Sense, 2018 Description XI, 158 p. ; 24 cm Series Critical media literacies / ed. William M. Reynolds , vol. 2 ISBN 978-90-04-36535-3 CDU 659.3 316.77
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Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca Geral da Universidade do Minho
BGUM 659.3 - C Available 470143
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Enhanced descriptions from Syndetics:

Winner 2019 Divergent Award for Excellence in 21st Century Literacies Research

This edited collection is not a response to the 2016 United States Presidential Election so much as it is a response to the issues highlighted through that single event and since when incredibly smart, sophisticated, and intelligent members of our society were confused by misinformation campaigns. While media literacy and critical media literacy are ideas with long histories in formal education, including K-12 students and higher education, the need for increased attention to these issues has never reached a flash point like the present. The essays collected here are confrontations of post-truth, fake news, mainstream media, and traditional approaches to formal schooling. But there are no simple answers or quick fixes. Critical media literacy, we argue here, may well be the only thing between a free people and their freedom.

Table of contents provided by Syndetics

  • Foreword: Fantastic Statements, Ridiculous Tweets and the Necessity of Critical Media Literacy (p. vii)
  • Acknowledgments (p. xi)
  • 1 An Introduction: Can Critical Media Literacy Save Us? (p. 1)
  • 2 An Educator's Primer: Fake News, Post-Truth, and a Critical Free Press (p. 7)
  • 3 Reconsidering Evidence in Real World Arguments (p. 25)
  • 4 What Is the Story? Reading the Web as Narrative (p. 39)
  • 5 Fighting "Fake News" in an Age of Digital Disorientation: Towards "Real News," Critical Media Literacy Education, and Independent Journalism for 21st Century Citizens (p. 53)
  • 6 Educating the Myth-Led: Critical Literacy Pedagogy in a Post-Truth World (p. 67)
  • 7 Teaching Critical Media Literacy as a Social Process in Writing Intensive Classrooms (p. 85)
  • 8 Before You Click "Share": Mindful Media Literacy as a Positive Civic Act (p. 99)
  • 9 Engaging the Storied Mind: Teaching Critical Media Literacy through Narrative (p. 115)
  • 10 Supporting Media-Savvy Youth-Activists: The Case of Marcus Yallow (p. 127)
  • 11 Creating Wobble in a World of Spin: Positioning Students to Challenge Media Poses (p. 141)
  • Author Biographies (p. 155)

Author notes provided by Syndetics

Christian Z. Goering, Ph.D. (2007), Kansas State University, is Associate Professor of English Education at the University of Arkansas. He has published widely in the field of education, highlighted by The Arkansas Delta Oral History Project: Culture, Place, and Authenticity (co-author) and Recontextualized: A Framework for Teaching English with Music. Professor of Education at Furman University since 2002, Dr. P. L. Thomas, taught English for 18 years in rural South Carolina. He holds a B.A. in Secondary Education (1983), M.Ed. in Secondary Education (1985), and Ed.D. in Curriculum and Instruction (1998), all from the University of South Carolina.

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