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Articles 1 - 5 of 5
Full-Text Articles in Education
Review Of Kevin Pugh’S Book Computers, Cockroaches And Ecosystems: Understanding Learning Through Metaphor, Molly A. Smith
Review Of Kevin Pugh’S Book Computers, Cockroaches And Ecosystems: Understanding Learning Through Metaphor, Molly A. Smith
The Liminal: Interdisciplinary Journal of Technology in Education
This review summarizes the major concepts presented in Kevin Pugh’s 2017 book, Computers, Cockroaches and Ecosystems: Understanding Learning through Metaphor. In addition to summarizing the major concepts Pugh presents, this review also provides a brief critique of the book and suggests various audiences that are likely to find the content relevant, informative, and interesting.
Review Of The Textbook And The Lecture: Education In The Age Of New Media By Norm Friesen, Anish Dave
Review Of The Textbook And The Lecture: Education In The Age Of New Media By Norm Friesen, Anish Dave
The Liminal: Interdisciplinary Journal of Technology in Education
No abstract provided.
Teaching Rhetorical Segmentation As A Countermeasure To Post-Truth In The Composition Classroom, John Gagnon
Teaching Rhetorical Segmentation As A Countermeasure To Post-Truth In The Composition Classroom, John Gagnon
The Liminal: Interdisciplinary Journal of Technology in Education
This paper responds to the call for rhetoric and composition instructors to engage with post-truth and fake news in the composition classroom. Pulling from personal experiences with post-truth in the composition classroom, the author leverages recent scholarship to develop a multi-phasic, objective analytical approach – rhetorical segmentation – that students can use to identify the purposes and motivations of a particular text. The approach of rhetorical segmentation relies on three primary steps: measuring rhetorical velocity, evaluating ideological modality, and identifying public harm. By combining these steps in a coherent method of analysis, the author argues that students are better equipped …
Interrogating Fake News In The Composition Classroom: Pedagogical Plans, Shelly A. Galliah
Interrogating Fake News In The Composition Classroom: Pedagogical Plans, Shelly A. Galliah
The Liminal: Interdisciplinary Journal of Technology in Education
This brief article argues that the skills developed in the first-year Composition classroom, such as analyzing texts, interrogating arguments, investigating media bias, conducting research, and thinking critically are crucial for helping students recognize the various forms of disinformation and post-truth as well as how to avoid circulating these and further polluting the media and information ecospheres. It also argues that Composition instructors must remain centrist to avoid exacerbating political polarization and alienating students who might be resistant to investigating fake news. This article summarizes some key readings and practical activities that Composition instructors may incorporate into their classrooms.
Not All 'Fake News' Is Equal: How Should Higher Education Respond To Fake News And In The Post-Truth Era, Thomas E. Keefe
Not All 'Fake News' Is Equal: How Should Higher Education Respond To Fake News And In The Post-Truth Era, Thomas E. Keefe
The Liminal: Interdisciplinary Journal of Technology in Education
In examining how higher education ought to respond to ‘fake news’ and the landscape of the ‘post-truth’ world, it is imperative to distinguish between accidental, ignorant, or intentional factual inaccuracies. The motives of accidental, ignorant, or disinformation are not uniform and, as such, the responses by institutions of higher education must not be uniform either. With increased literacy, as well as increased ease of publication and dissemination, the dangers of misinformation have been magnified. Stakeholders in higher education ought to develop multiple strategies responding to ‘fake news’ that are unique to the divergent forms of misinformation in the ‘post-truth’ world.