Abstract
This brief article argues that the skills developed in the first-year Composition classroom, such as analyzing texts, interrogating arguments, investigating media bias, conducting research, and thinking critically are crucial for helping students recognize the various forms of disinformation and post-truth as well as how to avoid circulating these and further polluting the media and information ecospheres. It also argues that Composition instructors must remain centrist to avoid exacerbating political polarization and alienating students who might be resistant to investigating fake news. This article summarizes some key readings and practical activities that Composition instructors may incorporate into their classrooms.
Recommended Citation
Galliah, Shelly A.
(2019)
"Interrogating Fake News in the Composition Classroom: Pedagogical Plans,"
The Liminal: Interdisciplinary Journal of Technology in Education: Vol. 1:
Iss.
1, Article 6.
Available at:
https://digitalcommons.du.edu/theliminal/vol1/iss1/6
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