The Canadian Journal for the Scholarship of Teaching and Learning
confirmation bias, curiosity, critical information literacy, social sciences courses, higher education
This paper synthesizes theory and research on confirmation bias (CB), curiosity, and news/information literacy education with the goal of understanding how helping students critique their tendency to engage in CB spurs curiosity and critical consciousness about learning. Curiosity about the self is spurred when people realize their CB tendencies. Curiosity about the larger social world is spurred when students learn how CB affects the way they look at the world. A flipped classroom approach reflects the work of Paulo Freire, who argued critical education should be experiential with faculty playing a facilitating, rather than an “expert” role.
Wittebols, James H.. (2020). Transforming Confirmation Bias to Generate Critical Consciousness in News/Information Literacy and Social Science Courses. The Canadian Journal for the Scholarship of Teaching and Learning, 11 (2).