Information and Learning Sciences: Volume 123 Issue 1/2

Guest editorial

Denise E. Agosto, Shannon M. Oltmann

Teaching and confronting digital extremism: contexts, challenges and opportunities

Stephen C. Rea

This paper aims to offer practical guidance on teaching about digital extremism – defined here as the intersection of digital disinformation campaigns with political extremism  

Examining instructional practices in news media literacy: shifts in instruction and co-construction

Michael A. Spikes, David N. Rapp

As technology enables the rapid spread of mis- and disinformation, a critical challenge for scholars and practitioners involves building student’s news media literacy (NML), a…

Fighting misinformation in college: students learn to search and evaluate online information through flexible modules

Sarah McGrew, Ira Chinoy

College students need more support learning to effectively search for and evaluate online information. Without such skills, students are vulnerable to mis- and disinformation that…

Information source and content: articulating two key concepts for information evaluation

Iulian Vamanu, Elizabeth Zak

Learning how to identify and avoid inaccurate information, especially disinformation, is essential for any informational consumer. Many information literacy tools specify criteria…

Disinformation detox: teaching and learning about mis- and disinformation using socio-technical systems research perspectives

Britt Paris, Rebecca Reynolds, Gina Marcello

This paper aims to address some limitations in existing approaches to the study of mis- and dis-information and offers what the authors propose as a more comprehensive approach to…

Default to truth in information behavior: a proposed framework for understanding vulnerability to deceptive information

Tara Zimmerman, Millicent Njeri, Malak Khader, Jeff Allen

This study aims to recognize the challenge of identifying deceptive information and provides a framework for thinking about how we as humans negotiate the current media…