This pedagogy article describes a semester-long undergraduate course designed to deconstruct information disorder in the post-truth era by looking at economics, ideology, and power relations.
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Research with a sample of 400 American high school students explores the relationship between participation in a media literacy program, academic ability, frequency of Internet use, information-gathering motives, news and advertising analysis skills, and the intention toward civic engagement.
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To advance the digital literacy competencies of educators, create opportunities for them to reflect on their motivations for using digital media, make collaborative inquiry a substantive component of the hands- on learning experience, and create opportunities to put teachers and learners (not mac
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