Digital Literacies and Climate Change: Exploring Reliability and Truth(s) with Pre-service Teachers
Document Type
Book Chapter
Publication Date
2018
Digital Object Identifier (DOI)
https://doi.org/10.1108/S2048-045820180000009007
Abstract
Practical Implications – This study contributes to the literature that considers the ways pre-service teachers work with websites about socioscientific topics. It highlights how an instructional model can help promote digital literacy practices that center on evaluating the reliability of websites about climate change. It also includes a companion framework called fake experts, logical fallacies, impossible expectations, cherry picking, and conspiracy theories (FLICC) that can be used to guide students to better understand techniques and practices of science denial.
Citation / Publisher Attribution
Digital Literacies and Climate Change: Exploring Reliability and Truth(s) with Pre-service Teachers, in E. Ortlieb, E. Cheek & P. Semingson (Eds.), Best Practices in Teaching Digital Literacies, v. 9, Emerald Publishing Limited, p. 93-107
Scholar Commons Citation
Damico, James S.; Panos, Alexandra; and Myers, Michelle, "Digital Literacies and Climate Change: Exploring Reliability and Truth(s) with Pre-service Teachers" (2018). Teaching and Learning Faculty Publications. 368.
https://digitalcommons.usf.edu/tal_facpub/368
