Digital Literacies and Climate Change: Exploring Reliability and Truth(s) with Pre-service Teachers

James S. Damico; Alexandra Panos; Michelle Myers

doi:10.1108/S2048-045820180000009007

Digital Literacies and Climate Change: Exploring Reliability and Truth(s) with Pre-service Teachers

James S. Damico, Alexandra Panos, Michelle Myers

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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.

Original language	American English
Title of host publication	Best Practices in Teaching Digital Literacies
DOIs	https://doi.org/10.1108/S2048-045820180000009007
State	Published - Jan 1 2018
Externally published	Yes

Disciplines

Education

Access to Document

10.1108/S2048-045820180000009007License: CC BY

https://doi.org/10.1108/S2048-045820180000009007

Cite this

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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.",

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AB - 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.

UR - https://digitalcommons.usf.edu/tal_facpub/368

UR - https://doi.org/10.1108/S2048-045820180000009007

U2 - 10.1108/S2048-045820180000009007

DO - 10.1108/S2048-045820180000009007

M3 - Chapter

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ER -

Digital Literacies and Climate Change: Exploring Reliability and Truth(s) with Pre-service Teachers

Abstract

Disciplines

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Cite this