Abstract
In this essay, we discuss the challenges teacher educators face when preparing secondary teachers to educate adolescent learners in an age of seemingly-ubiquitous online mis- and disinformation. Mis- and disinformation about COVID-19, the climate crisis, or even the shape of the planet Earth are abundant in our mediasphere, and teacher educators can play a central role in supporting secondary-level learners in navigating the multiple and conflicting claims they come across. We explore a literacy teacher education approach that marries discursive analysis with empirical investigations, and share an example of critical textual analysis bolstered by scientific investigation.
Recommended Citation
Golden, Noah Asher and Couffer, Breanna
(2022)
"Putting out Fires through a Re-Grounded Critical Literacy: Slowing the Spread of Misinformation through Teacher Education,"
Literacy Practice and Research: Vol. 47:
No.
3, Article 1.
Available at:
https://digitalcommons.fiu.edu/lpr/vol47/iss3/1
Included in
Curriculum and Social Inquiry Commons, Language and Literacy Education Commons, Secondary Education and Teaching Commons
