Critical Information/News Literacy and the Flipped Classroom: Student Evaluations of Information Searching and Analysis
Author ORCID Identifier
Journalism and Mass Communication Educator
confirmation bias, critical information literacy, flipped classroom, higher education
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.
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.