Abstract
As an increasing number of teens are engaging in digital environments, they are becoming open to online misinformation often designed to further a variety of agendas. Online misinformation, or “fake news” as it is often referred to in popular culture, permeates all Web 2.0 technologies. Since English Language Arts curriculums often focus on topics related to critical media literacy, English Language Arts teachers have a unique opportunity to integrate strategies to evaluate online information. This survey design study explored the attitudes and practices of secondary English Language Arts teachers regarding teaching students strategies to detect online misinformation. Teachers working within one mid-Atlantic suburban county completed a web-based survey consisting of questions about their demographics as well as the importance for students to learn, teachers to teach, and frequency of integrating strategies to evaluate online information. Results indicated overwhelming support for integrating critical media literacy into English Language Arts classrooms.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Korona, M. (2020). Evaluating online information: Attitudes and practices of secondary English Language Arts teachers. Journal of Media Literacy Education, 12(1), 42-56. https://doi.org/10.23860/JMLE-2020-12-1-4
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Curriculum and Instruction Commons, Educational Technology Commons, Other Education Commons, Secondary Education Commons
