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Newspeak 2018: Challenging Untruths and the Narrowing of Thought

Wed Nov 28 2:30 pm to 3:45 pm
Columbus EF, Ballroom Level, East Tower

Kevin Magill , Baylor Univeristy

Clinically-Based Social Studies Teacher Education: Engaging with Media Literacy in an Age of Fake News


This paper discusses a clinically-based task, which included opportunities for pre-service teachers to analyze students' understanding of social studies concepts (i.e.: rights, justice, bias) through a media literacy lesson. An analysis of the pre-service teachers' work offers insights into the complexity of clinically-based teacher education in this political landscape.
Sonia Janis, University of Georgia; Mardi Schmeichel, University of Georgia; Joe McAnulty, University of Georgia


The Discourse of Misconstruction and National History Exams

Discussant:Cathryn van Kessel, University of Alberta

American eighth graders have demonstrated steady empirical improvements in national United States history exams since 1994, yet most journalists misidentify and erroneously disparage the most recent 2015 results. Utilizing 77 news articles published in all 50 states, this study analyzes the 'discourse of misconstruction', a bipartisan form of confirmation bias.
Jay Shuttleworth, Long Island University, Brooklyn; Tim Patterson, Temple University


Tapping into the Pedagogical Power of Mass Media: Reflections on a General Education Course


This paper explores the pedagogical power of media to fix meaning and assign difference to non-Western peoples in the photographs used to represent them in a study of one general education course. Though the course was not social studies per se, it was an interdisciplinary course that integrated content, methodology, and theory.
Amy Mungur, Green Mountain College


Media Literacy is not Enough


This paper articulates Baudrillard's conception of hyperreality in which signs about reality have replaced reality itself, and applies this to analyze contemporary culture. This leads to considering Postman's call for a thermostatic approach to education