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ERIC Number: EJ1296644
Record Type: Journal
Publication Date: 2021
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: N/A
Constructing Meaning Online: Teaching Critical Reading in a Post-Truth Era
Nash, Brady L.
Reading Teacher, v74 n6 p713-722 May-Jun 2021
Changes in technology and reading habits over the last decade have ushered in a new informational landscape. The Internet has become the central means by which children and adults form understandings of the world. Since readers on the Internet choose from a nearly unlimited selection of websites, they play a more active role in determining which ideas they encounter. These shifts in technology have been accompanied by shifts in culture and politics which have led to a post-truth era in which "identity [determines] how people respond to texts" (Janks, 2018, p. 98). While there is ample pedagogical literature addressing online reading, few resources exist for preparing students to navigate online in the post-truth era. Utilizing tools drawn from critical literacy, this article builds on new literacies pedagogies by introducing instructional strategies that help students attend to the ways in which their own culturally-situated viewpoints influence the meanings they make online.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A