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News Literacy and Fake News Curriculum: School Librarian Perceptions of Pedagogical Practices

Authors
  • Farmer, Lesley
Type
Published Article
Journal
Open Information Science
Publisher
De Gruyter Open
Publication Date
Jul 26, 2019
Volume
3
Issue
1
Pages
222–234
Identifiers
DOI: 10.1515/opis-2019-0016
Source
De Gruyter
Keywords
License
Green

Abstract

People need to consciously and critically analyze and evaluate mass media messages, especially in the light of increasing fake news; they need to be news literate. The logical time to start teaching such literacy is in K-12 educational settings so that all individuals have the opportunity to learn and practice news literacy. California middle and high school teacher librarians were surveyed to ascertain their perceptions of the level of news literacy demonstrated by their schools’ students. Forty-one respondents indicate a need for news literacy instruction, but they also indicated that little curriculum attention was given to that need. Moreover, teacher librarians and classroom teachers need training on news literacy. Fake news is a wake-up call to educators and the community at large to gain competency in critically analyzing fake news in particular, and information in general.

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