Overview

Fake news, false and distorted news material; is nothing new. It's been a part of media history long before the advent of social media. But with the speed and reach that powerful digital technology and social media provide, information pollution has spread like wildfire in our rapidly changing world. Now more than ever, students need to develop their critical reading and thinking skills. This extensively researched book will provide educators in all subject areas and grade levels, the tools and lessons to: help learners become highly competent critical readers of all kinds of texts, and critical consumers of data help students recognize, interrogate, and responsibly deal with fake news, the New Propaganda or information pollution help learners understand how these kinds of mis-, dis- and mal-information work and how they are powerfully tailored, curated, and disseminated to them in highly targeted and manipulative ways by artificial intelligence (AI) and social media help learners understand how these kinds of mis-, dis- and mal-information work and how they are powerfully tailored, curated, and disseminated to them in highly targeted and manipulative ways by artificial intelligence (AI) and social media and help to recognize and fight ungrounded skepticism: the ignorance or dismissal of established, credible data from across reliable sources, including the pretense that science does not exist or that established scientific findings can be roundly discounted.

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9781071854655

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Reviews

If I were in charge of the world, every school would have a required media studies course, and every faculty would do a book study around Fighting Fake News. This book is an essential tool in helping students to be more consciously aware, reflective, and rational about the waves of news and other forms of angertainment. I lost count of how many times I said, 'Yes!' while reading this book. -- Kelly Gallagher * Teacher, Author, and Consultant * Fighting Fake News is a must read for every teacher. I plan to read it and reread because I know each time, I will be able to glean better information. I would love to have the opportunity to see this kind of instruction be put in to place. -- Lydia Bagley * Instructional Support Specialist * Talk about timely! Fighting Fake News begins by describing the cognitive short-cuts we all (not just the fringe) are prone to-how we so easily fit information to pre-existing biases. The authors show how digital media exploit this tendency by directing us to sources that feed these prejudices. And they provide carefully crafted lessons to promote critical analysis and thoughtful citizenship. It's the book we need now. -- Thomas Newkirk * Professor Emeritus at the University of New Hampshire *

""If I were in charge of the world, every school would have a required media studies course, and every faculty would do a book study around Fighting Fake News. This book is an essential tool in helping students to be more consciously aware, reflective, and rational about the waves of news and other forms of ""angertainment."" I lost count of how many times I said, ′Yes!′ while reading this book."" -- Kelly Gallagher * Teacher, Author, and Consultant * ""Fighting Fake News is a must read for every teacher. I plan to read it and reread because I know each time, I will be able to glean better information. I would love to have the opportunity to see this kind of instruction be put in to place."" -- Lydia Bagley * Instructional Support Specialist * ""Talk about timely! Fighting Fake News begins by describing the cognitive short-cuts we all (not just the fringe) are prone to—how we so easily fit information to pre-existing biases. The authors show how digital media exploit this tendency by directing us to sources that feed these prejudices. And they provide carefully crafted lessons to promote critical analysis and thoughtful citizenship. It′s the book we need now."" -- Thomas Newkirk * Professor Emeritus at the University of New Hampshire *

Author Information

A classroom teacher for fifteen years, ?Jeffrey D. Wilhelm? is currently Professor of English Education at Boise State University. He works in local schools as part of a Virtual Professional Development Site Network sponsored by the Boise State Writing Project, and regularly teaches middle and high school students. Jeff is the founding director of the Maine Writing Project and the Boise State Writing Project.  Michael W. Smith, a professor in Temple University′s College of Education, joined the ranks of college teachers after eleven years of teaching high school English. His research focuses on understanding both how adolescents and adults engage with texts outside school and how teachers can use those understandings to devise more motivating and effective instruction inside schools.  Hugh Kesson trained as a high school teacher in London and has since worked in a variety of educational roles and settings in the UK, US, and Australia. He earned his PhD at Temple University’s College of Education where his doctoral work investigated the influences of digital technologies on reading and reading instruction. Hugh′s writing has appeared in English Teaching: Practice & Critique.   Deborah Appleman is Professor of Educational Studies and Director of the Summer Writing Program at Carleton College in Northfield, Minnesota. Her primary interests include adolescent response to literature, multicultural literature, and the teaching of literary theory to high school students. A high school English teacher for nine years, Deborah works weekly in urban and suburban high schools. 

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