Teaching Information Documentation in a "Post-truth" World: A Challenge for a Critical Education

Maury Y., Gatti R.

7th European Conference on Information Literacy (ECIL), ELECTR NETWORK, 20 - 23 September 2021, pp.3-15, (Full Text) identifier identifier

  • Publication Type: Conference Paper / Full Text
  • Doi Number: 10.1007/978-3-030-99885-1_1
  • Country: ELECTR NETWORK
  • Page Numbers: pp.3-15
  • Hacettepe University Affiliated: No

Abstract

Protest movements or more recently the first post-truth pandemic Covid-19 have brought to the fore, in a context of information profusion, the issues of misinformation, alternative facts and fake news. At a time when people have less confidence in the media and institutions, when there is easy access to all kinds of content and a strong emphasis on storytelling and emotions, teaching information-documentation is a challenge for teachers and teacher librarians concerned with these issues. Therefore, information culture needs to be reconsidered in a broader and stronger sense. How do teacher librarians and teachers deal with Information and Media Education in a so-called post-truth world? We present the context of our study, and define information disorder and fake news, and then question how a critical education can be implemented, its potential and limitations. We rely on data collected over time (2018-20) in two middle and two high schools, in France.