Pedagogy to Disrupt the Echo Chamber

Pedagogy Apr 2021

Mary Traester ; Chris Kervina ; Noel Holton Brathwaite

Abstract

AbstractThis article addresses the challenges of fake news and echo chambers in the digital age by exploring the possibility that susceptibility to misinformation derives not from an inevitable fault in the medium of digital publishing but, rather, from the slower development and adoption of pedagogies that leverage digital tools for reading. The authors examined student annotations and argue that focusing on reading using collaborative digital annotation can stimulate knowledge acquisition and personal belief formation and, further, can assist educators to evaluate the effectiveness of instruction and intervene where needed. Digital annotation tools promote affective and cognitive engagement with texts and enable both instructor-to-peer and peer-to-peer modeling of reading strategies.

Journal: Pedagogy
Published: 2021-04-01
DOI: 10.1215/15314200-8811517
Open Access: Closed
Topics: multimodality affect and writing

Citation Context

Cited by in this index (2)

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A Commonplace Problem: Uncovering Composition’s Tacit Axiologies of Reading

College Composition and Communication
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Pedagogy

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CrossRef global citation count: 3 View in citation network →