Document Type

Article

Publication Date

9-30-2020

Publication Title

The Canadian Journal for the Scholarship of Teaching and Learning

Volume

11

Issue

2

DOI

10.5206/cjsotl-rcacea.2020.2.9472

Keywords

confirmation bias, curiosity, critical information literacy, social sciences courses, higher education

Abstract

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.

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