Misinformation in the Information Age: What Teachers Can Do to Support Students

Autor/inn/en	Hodgin, Erica; Kahne, Joe
Titel	Misinformation in the Information Age: What Teachers Can Do to Support Students
Quelle	In: Social Education, 82 (2018) 4, S.208-212 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Media Literacy; Teacher Student Relationship; Credibility; News Reporting; Information Sources; Evaluative Thinking; Political Attitudes; Equal Education; Accuracy; Metacognition; Bias; Civics; Youth; Internet; High School Teachers; Illinois (Chicago); California (Oakland); Texas (Dallas) + Suchen Sie Ihr Suchwort? Media skills; Medie competence; Medienkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Glaubwürdigkeit; News report; Reportage; Information source; Informationsquelle; Political attitude; Politische Einstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Staatsbürgerkunde; Jugend; Jugendlicher; Jugendalter; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende
Abstract	The changes in the online information landscape, the divisive nature of political life, and the growing distrust in democratic institutions have all contributed to the increasing circulation of misinformation. These dynamics have made assessing the credibility of information challenging for youth and adults alike. While we have much to learn, studies find that high quality civic media literacy education can be beneficial. Three educational approaches outlined in this article help young people develop the capacity to judge the accuracy and credibility of online information. In order to integrate such learning opportunities across the curriculum for all students, teacher education programs, educational policymakers, funders, districts, and schools will need to invest in providing teachers with the support, time, space, and resources needed to make these efforts a priority. At the same time, educational institutions and educators must prioritize access and equity so that all youth will be able to develop the skills, strategies, and metacognitive thinking through ongoing practice. In turn, this can support youth to navigate the opportunities and challenges in the digital age and become more effective and thoughtful civic actors. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01