Misinformation and fake news in education / edited by Panayiota Kendeou (University of Minnesota), Daniel H. Robinson (The University of Texas at Arlington), Matthew T. McCrudden (Pennsylvania State University).

Format:

Book

Contributor:

Kendeou, Panayiota (Pani), editor.

Robinson, Daniel H., editor.

McCrudden, Matthew T., editor.

Series:

Current perspectives on cognition, learning, and instruction.

Current perspectives on cognition, learning and instruction

Language:

English

Subjects (All):

Communication in education.

Information literacy--Study and teaching.

Information literacy.

Fake news.

Common fallacies.

Education--Aims and objectives.

Education.

Physical Description:

1 online resource (335 pages).

Place of Publication:

Charlotte, North Carolina : Information Age Publishing, Inc., 2019.

Summary:

Today, like no other time in our history, the threat of misinformation and disinformation is at an all-time high. This is also true in the field of Education. Misinformation refers to false information shared by a source who intends to inform, but is unaware that the information is false, such as when an educator who recommends the use of a learning strategy that is not actually beneficial. Disinformation is false information shared by a source who has the intent to deceive and is aware that the information is false, such as when a politician claim that high-stakes testing will fix K-12 education when in fact there is no evidence to support this practice. This book provides recent examples of how misinformation and disinformation manifest in the field of education and remedies.

Contents:

Chapter 1. Misinformation and disinformation in education: An Introduction / Panayiota Kendeou, Daniel H. Robinson, and Matthew T. McCrudden

Section I. Susceptibility to misinformation in education

Chapter 2. Zombie concepts in education: Why they won't die and why you can't kill them / Gale M. Sinatra and Neil G. Jacobson

Chapter 3. Understanding susceptibility to educational inaccuracies: Examining the likelihood of adoption model / Alexandra List and Lisa DaVia Rubenstein

Chapter 4. Psychological tribes and processes: Understanding why and how misinformation persists / Gregory J. Trevors

Chapter 5. Cognitive biases in forensic science training and education / Candice Bridge and Mark Marić

Chapter 6. Do individual differences in conspiratorial and political leanings influence the use of inaccurate information? David n. Rapp, megan n. Imundo, and rebecca m. Adler

Chapter 7. Educational muckrakers, watchdogs, and whistleblowers / Daniel H. Robinson and Robert A. Bligh

Chapter 8. Designing interventions to combat misinformation based on factors that increase susceptibility / Abbey M. Loehr and Andrew C. Butler

Section II. Practices in the service of reducing misinformation in education

Chapter 9. Modeling the dissemination of misinformation through discourse dynamics / Laura K. Allen, Aaron D. Likens, and Danielle S. McNamara

Chapter 10. A nation of curators: Educating students to be critical consumers and users of online information / Jeffrey A. Greene, Brian M. Cartiff, Rebekah F. Duke, and Victor M. Deekens

Chapter 11. Misinformation in autism spectrum disorder and education / Jessica Paynter, Ullrich K. H. Ecker, David Trembath, Rhylee Sulek, and Deb Keen

Chapter 12. From theory to practice: Implications of krec for designing effective learning environments / Jasmine Kim, Reese Butterfuss, Joseph Aubele, and Panayiota Kendeou

Chapter 13. How attempting to reduce misconceptions in psychology reveals the challenges of change / Patricia Kowalski and Annette Taylor

Chapter 14. Critical thinking in the post-truth era / Åsa Wikforss

Chapter 15. Attempting to reduce misinformation and other inaccuracies in education / Matthew T. McCrudden

About the Editors

About the Contributors.

Notes:

Includes bibliographical references.

Print version record.

ISBN:

1-64113-853-X