Skip to content
BY 4.0 license Open Access Published by De Gruyter Open Access July 26, 2019

News Literacy and Fake News Curriculum: School Librarian Perceptions of Pedagogical Practices

  • Lesley Farmer EMAIL logo
From the journal Open Information Science


People need to consciously and critically analyze and evaluate mass media messages, especially in the light of increasing fake news; they need to be news literate. The logical time to start teaching such literacy is in K-12 educational settings so that all individuals have the opportunity to learn and practice news literacy. California middle and high school teacher librarians were surveyed to ascertain their perceptions of the level of news literacy demonstrated by their schools’ students. Forty-one respondents indicate a need for news literacy instruction, but they also indicated that little curriculum attention was given to that need. Moreover, teacher librarians and classroom teachers need training on news literacy. Fake news is a wake-up call to educators and the community at large to gain competency in critically analyzing fake news in particular, and information in general.


American Association of School Librarians. (2009). Empowering learners. Chicago, IL: American Library Association.Search in Google Scholar

American Library Association. (2017). Resolution on access to accurate information. Chicago, IL: American Library Association. in Google Scholar

Bennett, W. (2008). Changing citizenship in the digital age.” In W. Bennett (Ed.), Civic life online: Learning how digital media can engage youth (pp. 1-24). Cambridge, MA: The MIT Press, 2008.Search in Google Scholar

Berman, N. (2017). The victims of fake news. Columbia Journalism Review, 56(2), 60-67.Search in Google Scholar

Center for Media Literacy. (2015). Literacy for the 21st century (2nd ed.). Malibu, CA: Center for Media Literacy.Search in Google Scholar

EAVI. (2017). Beyond fake news: 10 types of misleading news. Brussels: EAVI.Search in Google Scholar

Eysenbach, G. (2008). Credibility of health information and digital media: New perspectives and implications for youth. In M. Metzger & A. Flanagin, Eds., Digital Media, Youth, and Credibility (pp. 123-154). Cambridge, MA: MIT Press.Search in Google Scholar

Hobbs, R. (2010). News literacy: What works and what doesn’t. Paper presented at Association for Education in Journalism and Mass Communication, Denver, August 8.Search in Google Scholar

Jacobson, L. (2017). The smell test. School Library Journal, 63(1), 24-28.Search in Google Scholar

Kahne, J., Lee, N., & Feezell, J. (2012). Digital media literacy education and online civic and political participation. International Journal of Communication, 6, 1-24.Search in Google Scholar

Knowledge Quest, 47(1).Search in Google Scholar

Leu, D.J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2015). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 50(1), 1-23.10.1002/rrq.85Search in Google Scholar

Moore, D. (2013). Bringing the world to school: integrating news and media literacy in elementary classrooms. Journal of Media Literacy Education, 5(1), 326-336.10.23860/jmle-5-1-5Search in Google Scholar

National Association of Media Literacy Education. (2007). The core principles of media literacy education. New York, NY: National Association of Media Literacy Education.Search in Google Scholar

Pariser, E. (2011). The filter bubble: How the new personalized web is changing what we read and how we think. New York, NY: Penguin.Search in Google Scholar

Pew Research Center. (2015). Millennials & political news. Washington, DC: Pew Research Center.Search in Google Scholar

Rheingold, H. (2012). Stewards of digital literacies. Knowledge Quest, 41(1), 52-55.Search in Google Scholar

Share, J. (2015). Media literacy is elementary: Teaching youth to critically read and create media. New York, NY: Pater Lang.Search in Google Scholar

Sharot, T. (2017). The influential mind: What the brain reveals about our power to change others. New York, NY: Henry Holt.Search in Google Scholar

Silverblatt, A., Ferry, J., & Finan, B. (1999). Approaches to media literacy. Armonk, NY: M. E. Sharpe.Search in Google Scholar

Silverman, K., & Piedmont, J. (2016). Reading the big picture: A visual literacy curriculum for today. Knowledge Quest, 44(5), 32-37.Search in Google Scholar

Southworth, A. (2014). Visual rhetoric for school librarians. School Library Monthly, 31(3), 36-38.Search in Google Scholar

Stanford History Education Group. (2016). Evaluating information: The cornerstone of civic online reasoning. Palo Alto, CA: Stanford University.Search in Google Scholar

Thompson, D. (2016). Why do Americans distrust the media? Atlantic, 318(2). in Google Scholar

Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146-1151.Search in Google Scholar

Wineburg, S., & McGrew, S. (2017). Lateral reading: Reading less and learning more when evaluating digital information (Stanford History Education Group Working Paper No. 2017-A1). in Google Scholar

Received: 2018-06-16
Accepted: 2019-06-03
Published Online: 2019-07-26

© 2019 Lesley Farmer, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution 4.0 Public License.

Downloaded on 29.11.2023 from
Scroll to top button