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
Last Page
225
DOI
10.1177/1077695819893171
Keywords
confirmation bias, critical information literacy, flipped classroom, higher education
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.
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