Book Review: The Anatomy of Fake News: A Critical News Literacy Education, by Nolan Higdon and The Psychology of Fake News: Accepting, Sharing, and Correcting Misinformation, by Rainer Greifeneder, Mariela E. Jaffé, Eryn J. Newman, and Norbert Schwarz (Eds.)

Concerns about “fake news,” misinformation, and disinformation have led to increasingly urgent calls for News Literacy (NL) education interventions and assessments of their effectiveness. New technologies create ongoing changes in the ways people consume news, which means that NL education assessments must be continuously updated and adapted to address current trends. The purpose of this study was to augment existing NL assessments to incorporate recent aspects of hard news consumption in digital news environments by testing two new scales: the Headline Literacy Scale and the Hard News Standards Knowledge Scale. The results demonstrated both scales were reliable and valid.

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How children news literacy education based on storytelling affects children’s empathic ability and critical thinking skills

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2019.19.19.1127 ◽

2019 ◽

Vol 19 (19) ◽

pp. 1127-1152

Author(s):

Shinae Jo ◽

HyoKook Bang

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Literacy Education ◽

Critical Thinking Skills ◽

Empathic Ability ◽

News Literacy

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Book Review: The Stewart/Colbert Effect: Essays on the Real Impacts of Fake News

Journalism & Mass Communication Quarterly ◽

10.1177/1077699012472036 ◽

2013 ◽

Vol 90 (1) ◽

pp. 189-191

Author(s):

Samuel P. Wallace

Keyword(s):

Fake News ◽

The Real

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Advancing children’s news media literacy: learning from the practices and experiences of young Australians

Media Culture & Society ◽

10.1177/0163443718813470 ◽

2018 ◽

Vol 41 (5) ◽

pp. 689-707

Author(s):

Tanya Notley ◽

Michael Dezuanni

Keyword(s):

Social Media ◽

Media Literacy ◽

News Media ◽

Social Impact ◽

Literacy Learning ◽

Literacy Education ◽

Fake News ◽

News Stories ◽

Media Literacy Education ◽

Nationally Representative

Social media use has redefined the production, experience and consumption of news media. These changes have made verifying and trusting news content more complicated and this has led to a number of recent flashpoints for claims and counter-claims of ‘fake news’ at critical moments during elections, natural disasters and acts of terrorism. Concerns regarding the actual and potential social impact of fake news led us to carry out the first nationally representative survey of young Australians’ news practices and experiences. Our analysis finds that while social media is one of young people’s preferred sources of news, they are not confident about spotting fake news online and many rarely or never check the source of news stories. Our findings raise important questions regarding the need for news media literacy education – both in schools and in the home. Therefore, we consider the historical development of news media literacy education and critique the relevance of dominant frameworks and pedagogies currently in use. We find that news media has become neglected in media literacy education in Australia over the past three decades, and we propose that current media literacy frameworks and pedagogies in use need to be rethought for the digital age.

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