Teaching About Fake News: Lesson Plans for Different Disciplines and Audiences—eEditions PDF e-book

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  • Description
  • Table of Contents
  • About the authors

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 (sandbox.acrl.org) 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.

Candice Benjes-Small, Carol Wittig, and Mary K. Oberlies

Chapter 1. The Net is Not Neutral: Teaching Hidden Biases in Everyday Internet Use
Liz McGlynn Bellamy and Alyssa Archer

Chapter 2. Senior Citizens, Digital Citizens: Improving Information Consumption in Older Adults
Nicole Thomas

Chapter 3. Teaching Undergraduates to Collate and Evaluate News Sources with Altmetrics
Amanda MacDonald and Rachel Miles

Chapter 4. It’s a Conspiracy! How, Why, and Where Conspiracy Theories Endure and Thrive
Sarah E. Morris

Chapter 5. Revelatory Reading: Understanding, Critiquing, and Unveiling Religious News Stories
Andy Newgren

Chapter 6. From Rooftop to Laptop: Photographic Art(ifice)
Amy Yeminne Kim

Chapter 7. What You See Is What You Get… Or Not? Fake News Through the Visual Manipulation of Data
Elizabeth M. Johns and Justine Chasmar Stauffer

Chapter 8. Evaluating Data Visualizations for Misinformation & Disinformation
Nicole Helregel

Chapter 9. The Power of Images: From Postmodern Art to Memes
Rebecca Barham

Chapter 10. The Birth of the Meme: Political Cartoons, Media, and the Election of 1800
Michael Frawley

Chapter 11. Memes are not Fact: Thinking Critically about Memes in a World of Misinformation
Rosalind Tedford and Hubert Womack

Chapter 12. Fact-Checking Viral Trends for News Writers
Elizabeth M. Downey

Chapter 13. Bad Influence: Disinformation and Ethical Considerations of Influencer Marketing Campaigns on Social Media Platforms
Laureen P. Cantwell and Mia Wells

Chapter 14. Battling Fake Science News: The Power of Framing
Ekaterina Bogomoletc and Nicholas Eng

Chapter 15. Establishing the Fake News-Pseudoscience Connection in a Workshop for Graduate Students
Brian Quinn

Chapter 16. Sound Science or Fake News? Evaluating and Interpreting Scientific Sources Using the ACRL Framework
Anna Mary Williford and Charlotte Ford

Chapter 17. How the Scientific Method Invalidates “Fake News”
Megan Carlton and Lea Leininger

Chapter 18. “Fake News,” Real Policies: How the Blurring of Information Genres May Affect the Creation of Health Care Policies
Kathleen Phillips and Joel M. Burkholder

Chapter 19. Alternative Facts and Actual Profits: Teaching Fake News in a Business Context
Allison F. Gallaspy

Chapter 20. Mediated Lives: A Cultural Studies Perspective to Discussing “Fake-News” with First-Year College Students
Jacob Herrmann

Chapter 21. Teaching Students to Analyze and Interpret Historical Propaganda
Amy E. Bush, Christine Cheng, and Alesia M. McManus

Chapter 22. Countering Fake News with Collaborative Learning: Engaging Writing Center Tutors in Information Literacy Instruction
Lori Jacobson

Chapter 23. Faculty Conversations: Bringing the Next Level of “Fake News” Library Instruction into the Classroom
Jo Angela Oehrli

About the Editors 

About the Authors

Candice Benjes-Small

Candice Benjes-Small began her career at the University of Southern California and since 2001 has worked at Radford University in Radford, Virginia. She is the head of information literacy and outreach and university coordinator of information literacy for the general education curriculum. Under her leadership, the library instruction program has been recognized as an Exemplary Information Literacy program in numerous categories by the ACRL. She has served as president of the Virginia chapter of ACRL (VLACRL) and is active on numerous VLACRL committees. She and Rebecca K. Miller founded The Innovative Library Classroom, a very popular regional information literacy conference that won the 2016 Beta Phi Mu Conference Support Award. She has written numerous publications on information literacy and was lead author on an article about cognitive development and web evaluation which was selected as a Top 20 article by the Library Instruction Round Table. She is also an instructor for the Library Juice Academy on library instruction assessment.

Carol Wittig

Carol Wittig is the head of research & instruction at Boatwright Library, University of Richmond (Virginia). She has her MLS from Kent State University, a MA in English from University of Akron, and is currently ABD in the English PhD Program at Old Dominion University. Her research focuses on the historical development and intersections of academic and library literacies using a three-level analysis through text mining of LOEX and library journals across the last 50+ years. Prior to earning her MLS, she taught First Year Writing and Composition at the University of Akron and continued to blend her library career with adjunct teaching over the last 25 years. She has also taught information literacy and instruction as an adjunct for the University of Maryland’s ischool at Shady Grove. Carol started her library career as assistant director at Southwest Texas Junior College/Sul Ross State College in Uvalde, Texas. She worked as assistant head of reference at Wright State University (Dayton, Ohio), library director at Clark State Community College (Springfield, Ohio), and was a military base librarian at the U.S. Air Force Airfield in Chièvres, Belgium, part of the Supreme Headquarters Allied Forces Europe (SHAPE). She has published and presented on a range of writing and literacy topics, including a localized study of first-year students’ use of sources inspired by the Citation Project, critical reading and literacies, and has a forthcoming ACRL book chapter on critical reading using Swales’ Moves and BEAM.

Mary K. Oberlies

Mary K. Oberlies is the Undergraduate Engagement Librarian and Assistant Librarian at the University of Oregon. She received her MAIS from the University of Missouri-Columbia, an MA in Violence, Terrorism, and Security from Queen's University at Belfast, and a BA in International Studies from Berry College.