The special issue of Pedagogy brings together scholars interested in instructing students about misinformation, disinformation, and the role of bias in reading and writing in this era of rapidly circulating fake news. Contributors examine the current information landscape, across both digital and traditional platforms, in order to assist students in developing critical literacy skills. Topics include how to recognize misinformation and disinformation; contemporary concerns about race and matters of identity; collaborative critical literacy practices among writing faculty and librarians; and more. Useful for both undergraduate and graduate instruction, this issue demonstrates the important role of critical literacy in disrupting the power of fake news.
Contributors: Nicholas N. Behm, Noel Holton Brathwaite, Ellen C. Carillo, Irene Clark, Peg Cook, Doug Downs, Joanne Baird Giordano, Holly Hassel, Mara Lee Grayson, Alice S. Horning, Nusrat Jahan, Anna Maria Johnson, Tina S. Kazan, Christine Kervina, Kelly King-O’Brien, Timothy Oleksiak, Michelle Sprouse, Mary Traester