The purpose of this paper seeks to provide an in-depth overview of a series of fake news information literacy library workshops, which were offered 19 times over the course of 2 years. It examines the results of a fake news game, which was played with a wide variety of audiences.
This case study examines workshops offered by two librarians at [name of institution], a major research institution in [city], [country]. It describes the workshops in detail and demonstrates how others may adopt this model.
The authors found that while high school students proved to be the most adept at recognizing fake news, the literature suggests that mere exposure to digital media is not sufficient in preparing Generation Z in their digital literacy critical assessment skills.
Library and information professionals are provided with the tools to adapt this workshop to suit the needs of their respective users.
This paper examines how a workshop can be adapted to seven unique audiences, spanning from high school students to university alumni. It incorporates the Association of College and Research Libraries framework and the latest literature into informing its practice.
The authors wish to thank Eleni Stefanou and Leah Green from The Guardian for creating “Fake or for real” and kindly uploading and sharing the videos to YouTube.
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