Title
Critical Information/News Literacy and the Flipped Classroom: Student Evaluations of Information Searching and Analysis
Author ORCID Identifier
https://orcid.org/0000-0002-8270-0363
Document Type
Article
Publication Date
6-1-2020
Publication Title
Journalism and Mass Communication Educator
Volume
75
Issue
2
First Page
210
Keywords
confirmation bias, critical information literacy, flipped classroom, higher education
Last Page
225
Abstract
This article reports students’ responses to a critical information literacy course. The course has two unique elements which differentiate it from other information and media literacy courses: an assignment about confirmation bias and a facilitating, rather than an “expert” role for faculty to play in the course. After a review of key course elements, analysis of students’ anonymous reflection papers completed at the semester’s end is detailed. The data show students enthusiastically embraced the course.
DOI
10.1177/1077695819893171
Recommended Citation
Wittebols, James H.. (2020). Critical Information/News Literacy and the Flipped Classroom: Student Evaluations of Information Searching and Analysis. Journalism and Mass Communication Educator, 75 (2), 210-225.
https://scholar.uwindsor.ca/poliscipub/9