Pedagogy to Disrupt the Echo Chamber
Bibliographic Data
| ID | 21740224 |
|---|---|
| Authors | Mary Traester, Chris Kervina, Noel Holton Brathwaite (0000-0001-9191-485X) |
| Year | 2021 |
| Volume | 21 |
| Issue | 2 |
| Pages | 329-349 |
| Publication date | 2021-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (JOURNAL) |
| Journal identifiers | ISSN: 1531-4200 • E-ISSN: 1533-6255 |
| Publisher | Duke University Press (PUBLISHER • US) |
| DOI | 10.1215/15314200-8811517 |
| OpenAlex | W3160297883 |
| Language | EN |
| Citations received | 3 |
| References cited | 8 |
This article addresses the challenges of fake news and echo chambers in the digital age by exploring the possibility that susceptibility to misinformation derives not from an inevitable fault in the medium of digital publishing but, rather, from the slower development and adoption of pedagogies that leverage digital tools for reading. The authors examined student annotations and argue that focusing on reading using collaborative digital annotation can stimulate knowledge acquisition and personal belief formation and, further, can assist educators to evaluate the effectiveness of instruction and intervene where needed. Digital annotation tools promote affective and cognitive engagement with texts and enable both instructor-to-peer and peer-to-peer modeling of reading strategies
Annotation · Electronic publishing · Linguistics · Misinformation · The Internet · World Wide Web · Computer Science · Education and Critical Thinking Development · Misinformation and Its Impacts · Psychology · Artificial Intelligence
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2024 (2) |
| Highly cited | No |