News Literacy Across the Undergraduate Curriculum

Amy M. Damico, Melissa M. Yang

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English

Bloomsbury Libraries Unlimited
03 October 2024

Library & information sciences; Research & information: general; Curriculum planning & development

Librarians and faculty members offer perspectives, workshop initiatives, and classroom strategies to assist readers in increasing news literacy on their campus.

We are living in a time when the evolving media ecosystem requires individuals to pay critical attention to content, developing ways to make sense of information, data, news reports, and research. Undergraduate college student learners in all disciplines must possess skills to critically identify, assess, and challenge the ideas to which they're being exposed.

Both librarians and faculty know this, but they may not know how to develop and implement information literacy material. In this valuable collection, reference librarians, instructional librarians, and undergraduate faculty across disciplines share best practices for establishing relationships with each other and for increasing students' news and information literacy skills. Contributions include perspectives on pedagogy, reflections on successes and challenges, and reports of research on student learning. This book teaches librarians and faculty how to implement news and information literacy content across the curriculum to empower students to be smarter, more critical, and more engaged news consumers.

Edited by: Amy M. Damico, Melissa M. Yang
Imprint: Bloomsbury Libraries Unlimited
Country of Publication: United States
Dimensions: Height: 232mm, Width: 154mm, Spine: 18mm
Weight: 440g
ISBN: 9781440879722
ISBN 10: 1440879729
Pages: 280
Publication Date: 03 October 2024
Recommended Age: From 7 to 17 years
Audience: College/higher education , Primary
Format: Paperback
Publisher's Status: Active

Acknowledgements Introduction Part I: Explorations of Classroom Practice 1. Evaluating Sources and Identifying Disinformation Around Climate Change Policy Using the SIFT Method, Kristine Kelly 2. Capturing Source Evaluation in Action: Using Screencasting as a Tool for Student Engagement and Self-Reflection, Michael Stöpel 3. An Assessment of the Effectiveness of an Information Literacy Workshop on Student Ability to Determine Online Content Credibility, Timothy Arnold 4. The News is History: Building News Literacy Skills with Historic Primary Sources, Jen Hoyer 5. Media Framing and the American Civil Rights Movement, Elizabeth Matelski 6. The For-Against-Neutral Assignment, Sarah Gewirtz, Elijah Browne, and Ethan Wittrock 7. Inoculating Against the Infodemic: An Argument for Implementing Transdisciplinary Health Literacy Instruction, Lara Salahi 8. Bot Spotting: Thinking Through Automation on Social Media, Randall Livingstone 9. Integrating and Scaling Scientific News Literacy Education in a Large Online Undergraduate Course, Wei Zakharov, Haiyan Li, Michael Fosmire, and Jonathon Harbor 10. Incorporating News and Information Literacy into a First Year Writing Program, Kelsey McNiff and Sam Alexander Part II: Perspectives on Increasing News Literacy Across the Undergraduate Curriculum 11. News Literacy Instruction in Practice: A Systematic Review, Jessica Nicole Szempruch, Madison Veeneman, and Barbara Lewis 12. Complicating News Literacy through a Media and Information Literacy Lens, Natasha Casey and Spencer Brayton 13. Building the Information Avengers Team, Carolyn Schubert and Ryan Alessi 14. Teaching News Literacy with a Digital Badge, Katie Odhner and Brendan Johnson 15. Practical Approaches to News Literacy for Undergraduate Library Instruction, Brooke Gross and Adam Clemons 16. Strategies for Increasing News Literacy Skills through Academic Librarian and Faculty Partnerships, Michelle Shea and Kelly Williams 17. News and Information Literacy Across the Curriculum: Faculty Development and Student Outcomes, Amy Damico and Melissa Yang 18. Reflections on Student Leaders’ Engagement with News and Information Literacy Across Campus, Melissa Yang Conclusion Resources About the Editors and Contributors Index

Amy M. Damico is Professor of Communication and Faculty Adviser to the Endicott Scholars Honors Program at Endicott College, Beverly, MA, USA. Melissa M. Yang is Professor of Communication at Endicott College, Beverly, MA, USA.

Reviews for News Literacy Across the Undergraduate Curriculum

This text is a timely and much-needed pedagogical resource for all undergraduate educators, but especially academic librarians, as it provides a rich overview of news literacy across disciplines. Brimming with inspiration, the strength of this edited volume shines in the variety of strategies, perspectives, and content areas adeptly and purposefully curated by Damico and Yang. This text is essential reading and would make a fantastic pick for your next faculty reading circle. * Caitlin Gerrity, Associate Professor, Southern Utah University, USA * With growing concerns arising over AI, algorithmic bias, mis/disinformation, microtargeting, and new forms of mediated propaganda, educators need timely and effective strategies to help students critically engage with news and information. The novel pedagogical strategies and constructivist approaches offered in this book provide innovative ways to help students become informed and engaged citizens. A must-read for teachers seeking creative cross-curricular lessons for their classes that address the most pressing news and information literacy issue facing our democracy. * Julie Frechette, Professor of Communication, Worcester State University, USA; Editor of Media Education for a Digital Generation *