This edited volume examines the implications of misinformation and youth digital life in a new information environment. This new information environment is characterized by high levels of user engagement, hidden algorithmic manipulations, and information abundance, including misinformation and disinformation. While misinformation and disinformation in the post-truth era have been previously investigated, this edited volume offers a distinctive educational focus that scholars have not yet addressed. Chapters contribute to the ongoing discussion of the role of education in democracies while uniquely contextualizing the problem of misinformation as a pedagogical opportunity. Contributions from across the globe answer the question of how education might respond to the changing information environment through engagements with educational philosophy, democracy, and everyday practices of teaching and learning. The book adds to a growing body of work exploring what it means to engage in responsive, rather than reactive or stagnant, pedagogy.
Author(s): Lana Parker
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 262
City: London
Contents
Notes on Contributors
List of Figures
List of Tables
Chapter 1: Education in the Age of Misinformation: An Introduction
References
Chapter 2: Beyond “Fake News”: Misinformation Studies for a Postdigital Era
The Limits of Literacy: From Literacy to Ecology
A Brief History of “Fake News”
Information Disorder
Network Pollution, Network Climate Change, and Deep Memetic Frames
Discipline and Flourish
Misinformation Studies in Action
References
Chapter 3: Methodological Pluralism and the Pursuit of the Public Good
Introduction
Disinformation and Evidence
The Rise of the English Evidence Movement in Education
Brokering a New Science of Education
Shortcomings with Evidence
Brokering Misinformation: Teaching Assistants and the Case of Tower Hamlets
The Pluralist Alternative
References
Chapter 4: Digital Existence and Its Impossible Education and Democracy
Introduction
Current Discourse and Deeper Meanings
Existential Tensions and Recognitive Desires
Liberal Democracy as the Adaptive Existential Opportunity
Education for Adaptive Growth
Digital Networks and the Impossibility of Democracy
Fragmenting Intelligence and the Educational Imperative
References
Chapter 5: Adorno’s Demand: Post-truth, the Alt-right, and the Need for Antifascist Education
Paving the Way to Fascism
From Truth to Power
Alt-right on Campus
The Myth of Free Speech
Committing Antifascist Education
References
Chapter 6: Witnessing the Pathways of Misinformation, Hate, and Radicalization: A Pedagogic Response
Introduction
The Misinformation Environment and Education
The Educational Displacement and Ideological Replacement Model
Reimagining Resilience to Misinformation Through Social Connectedness: Our Pedagogic Response
References
Chapter 7: Pedagogical Implications of the New Information Environment
The New Information Environment
Education and Democracy
Implications of the New Information Environment for Youth Life and Democracies
Consequences of The New Information Environment for Young People
Radicalization, Incel Culture, and Threats to Democracy
Steps Forward for Education and Curriculum
References
Chapter 8: Can Truth Change? Philosophical Dialogue to Foster Pupils’ Reflection About (Mis)information
Introduction: Media Literacy Education and Reflection About Knowledge
Philosophy with Children to Enhance Critical Reflection
Philosophising About Media and Information in Primary Education
Philosophical Dialogues About Truth and Information in the Primary School: Teachers’ Experiences
Discussion: Opportunities and Pitfalls of the Use of Philosophical Dialogues in Media Literacy Education
References
Chapter 9: Transactions of Online Literacy: Ethical Relationality, ICT, and Critical Reading Skills in the Post-Truth Era
Theoretical Framework
An Intersecting Model of Transactions of Online Literacy
A Pilot Study on Relational Impacts of Misinformation
Online Critical Reading
The Shifting Nature of ‘Facts’ and Critical Reading
ICT Use
Effects of ICT Use on the Portrayal of Self(Ves)
Ethical Relationality
Ethics of Care: Do I Stay or Do I Go?
An Intersectional Approach to Teaching Online Literacy
Tools for ICT Critical Literacy
Educating with Relational Ethics of Care
Call to Action
References
Chapter 10: Critical Citizenship Versus ‘High Individualism’ in Education
Introduction: The Age of Misinformation Is Driven by Individualism
Collectivism Versus Individualism
The Role of Education in Creating Critical Citizens Based on Collectivism
Conclusion
References
Chapter 11: What’s in a Tweet? How Platform Features Facilitate and Constrain Civic Discourse and What It Means for Teaching Civic Media Literacy
Introduction
Twitter as a Space for Political Information, Dialogue, and Expression
Methods
Study Design
Sample
Coding
Analysis
Findings
Who Drives the Conversation? User Type and Engagement
Finding 2. What Kinds of Political Expression? Post-Content by User Type and Topic
Finding 3. Influences on Engagement
Discussion and Recommendations for Civic Education
Twitter Discourse as a Resource for Civic Inquiry
Recommendations for Civic Education: Civic Inquiry
Twitter Discourse as a Resource for Civic Action and Expression
Recommendations for Civic Education: Civic Expression and Action
Limitations and Need for Future Research
References
Chapter 12: Learning About Disinformation Through Situated and Responsive Pedagogy: Bridging the Gap Between Students’ Digital and School Lives
Introduction
Using Situated and Responsive Pedagogy to Study Misinformation
Misinformation, Disinformation, and Malinformation
Youth Consumption of (False) Information
Situated and Responsive Pedagogy
Empirical Study
The CoMMiTTEd Project
Corpus and Methodology of Analysis
Results
Contact with Fake News
Learning About Fake News
Discussion: Towards a Situated and Responsive Pedagogy with and About Fake News
Conclusion
References
Chapter 13: Education in the Age of Misinformation: An Afterword
References
Index
