Abstract
A student success librarian with a Ph.D. in mass communication and an information literacy librarian with an M.A. in secondary English education describe their efforts to innovate in the field of news literacy by incorporating the media effects research tradition. By highlighting the emotional, behavioral, and cognitive elements of information processing, the authors hope to show students how professional norms, institutional and market pressures shape the news while their own predispositions influence how they interpret the news they consume. The authors emphasize agenda-setting and framing, two fundamental media effects paradigms, and report on their effort to develop news literacy classes informed by the media effects research tradition. Finally, they share resources and a step-by-step guide for two news literacy lessons.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Floyd, N., & Spraetz, J. (2023). Re: Beyond Fake News. Journal of Media Literacy Education, 15(1), 116-130. https://doi.org/10.23860/JMLE-2023-15-1-10
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