Teaching Critical Reading and Writing in the Era of Fake News

List of Figures and Tables - Acknowledgments - Alice S. Horning and Ellen C. Carillo: Introduction - Disciplinary Responses to the Era of Fake News - Paul T. Corriga: The Reading Moves of Writing Teachers Debating Online - JosephForte: The Fox and the OWL: Pedagogical Lessons from a Real-World Fake News Controversy - William FitzGerald: Search(able) Warrants: Fostering Critical Empathy in the Writing (and Reading) Classroom - LaraSmith-Sitton and Courtney Bradford: What Is 'Fake News'? Walls, Fences, and Immigration: How Community-Based Learning Can Prompt Students to Employ Critical Reading and Research Practices - Composition Classroom Practices in the Era of Fake News - Danielle Koupff: Factual Dispute: Teaching Rhetoric and Complicating Fact-Checking with The Lifespan of a Fact - Lilian Mina, DakotaMills, and Shifatiha: Fighting Fake News with Critical Reading of Digital-Media Texts - Ellery Sillsand Daniel Kenzie: Critical Science Literacy in the Writing Classroom: A Pedagogy for Post-truth Times - JessicaSlentz Reynoldsand Stephanie Jarrett: The Resurgence of the Pacific Northwest Tree Octopus: How Instructors Can Use New Media to Increase Students' Awareness of Fake News - Jeaneen Canfield: Teach from Our Feet and Not Our Knees: Ethics and Critical Pedagogy - Kristina Reardon: News as Text: A Pedagogy for Connecting News Reading and Newswriting - Teaching Visual and Digital Media Literacy in the Era of Fake News - Dan Lawrence: How Information Finds Us: Hyper-Targeting and Digital Advertising in the Writing Classroom - Angelaaflen: Preparing Students to Read and Compose Data Stories in the Fake News Era - ChrisM. Anson and KendraL. Andrews: Sleuthing for the Truth: A Reading and Writing Pedagogy for the New Age of Lies - Stephanie West-Puckett, GenoaShepley, and Jessicaray: Hacking Fake News: Tools and Technologies for Ethical Praxis - Notes on Contributors - Index.

Ellen C. Carillo is Professor of English and a Writing Coordinator at the University of Connecticut. She is the author of Securing a Place for Reading in Composition: The Importance of Teaching for Transfer; A Writer's Guide to Mindful Reading; Teaching Readers in Post-Truth America; and the MLA Guide to Digital Literacy.

Alice S. Horning is professor emerita of Writing and Rhetoric/Linguistics at Oakland University. Her research over her entire career has focused on the intersection of reading and writing, focusing lately on lessons from the period 1880-1930 on the teaching and learning of literacy.