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Noam Peleg

policy can be guided by democratic values of participatory citizenship, rather than acting as a means of promoting neo-liberal market values. The book gathers fourteen articles and is divided into two parts: ‘Media Literacy: Importance and Challenges’ and ‘Young People and the Nordic Digital Media

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Mindful Media Literacy as a Positive Civic Act


Jason L. Endacott, Matthew L. Dingler, Seth D. French and John P. Broome

personal gratification should not be detrimental to society or even democracy. Our students must be mindful of what it means to share information as a positive civic action. Mindful Media Literacy Recent research has revealed how difficult it is for students to discern fake news from what is factual, with

Fighting “Fake News” in an Age of Digital Disorientation

Towards “Real News,” Critical Media Literacy Education, and Independent Journalism for 21st Century Citizens


Rob Williams

, and information oversaturation. Never before has independent critical media literacy education and the championing of independent journalism and “real news” been so vital. In this chapter, I will unpack our 21st century news and (dis)information culture by (1) defining “real news,” (2) classifying

Edited by William M. Reynolds and Brad Porfilio

The Brill Guides to Scholarship in Education are short introductions to various fields in education for experts and novices. Though sophisticated in content, the style of these books will be less structured or restricted than existing guides taking a novel approach, they can be used as an educational tool in undergraduate and graduate courses as introductory texts.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer.

Lance E. Mason

and viability of democracy. While it has been argued that media education (sometimes called media literacy) should be connected to democratic education (see Mason, 2012 , 2015; Stoddard, 2014 ), there is no clear or agreed upon approach to addressing challenges such as fake news and citizen apathy

The field of education in the 21st century is broad in scope and is multidisciplinary. To help scholars and students understand the various disciplines that comprise the field of education, the editors view the various fields as texts to be historicized and explicated. Each field is a discipline with its own scholars, language, and research.

The various reference works will present comprehensive and accurate portraits of the various disciplines. What readers will encounter in these reference works is what the various fields are saying, and/or have been saying during their various histories. This can open up conversations among current established scholars and future, next generation scholars nationally and internationally. These complicated conversations would further expand the various fields and lead to possibilities for praxis. Praxis emphasizes the increase of critical knowledge and understandings both for self-development and social reconstruction.

There is a uniqueness in Critical Understanding in Education in the commitment to the focus on the historical development and comprehensive critical presentation of a particular discipline.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer.


Douglas Kellner and Jeff Share

Critical media literacy is more difficult to understand and teach than most mainstream approaches to media education because of the complexity and invisibility of how ideology functions. Robert Ferguson (1998) states, “‘Ideology’ is not directly visible, but can only be experienced and

Series-editor Päivi Rasi, Marjaana Kangas and Heli Ruokamo

strengthening basic literacy (in which Finnish students have scored well in the PISA surveys) by linking it to other forms of literacy (e.g., visual and media literacy) ( Halinen, Harmaja, & Mattila, 2015 ). Promoting multiliteracy in school supports the development of critical thinking and learning skills. It

An Educator’s Primer

Fake News, Post-Truth, and a Critical Free Press


P. L. Thomas

, with fake news and post-truth public discourse. In this volume committed to investigating and interrogating fake news and post-truth discourse in the context of curriculum and instruction grounded in critical media literacy goals, below we offer the foundational opportunity for educators to consider

Erik C. Nisbet and Olga Kamenchuk

’s ‘Learn to Discern’ media literacy programme directly trained 15,000 youth and adults in Ukraine on basic media literacy skills and had secondary impacts on another 90,000. Participants in the programme were 25 per cent more likely to say that they check multiple news sources and 13 per cent more