Misinformation, 'Quackery', and 'Fake News' in Education
A volume in the series: Current Perspectives on Cognition, Learning and Instruction. Editor(s): Matthew T. McCrudden, Victoria University of Wellington. Daniel H. Robinson, University of Texas.
Today, like no other time in our history, the threat of misinformation, quackery and fake news is at an all-time high. This is also true in the field of Education. Fifty years ago, Glass (1968) wrote about “Educational Piltdown Men.” The “Piltdown Man” was an archaeological hoax where someone planted bones over 100 years ago in England. Glass warned that similar hoaxes are found in educational research and gave examples where some sleuthing uncovered the truth. This book will provide recent examples of how quackery, fake news, and misinformation manifest in the field of education and offer remedies.
Section One, Susceptibility to Misinformation, focuses on factors that influence the endorsement and persistence of misinformation. This section includes chapters on: the appeal and persistence of “zombie concepts” in education; learner and message factors that underlie the adoption of misinformation in the context of the newly proposed Likelihood of Adoption Model; cognitive and motivational factors that contribute to misinformation revision failure; cognitive biases and bias transfer in criminal justice training; the influence of conspiratorial and political ideation on the use of misinformation; and, how educational culture and policy has historically given rise to quackery in education.
Section Two, Practices in the Service of Reducing Misinformation in Education, focuses on practices aimed at reducing the impact misinformation, and includes chapters on: misinformation in the education of children with ASD and its influence on educational and intervention practices; the promise of using dynamical systems and computational linguistics to model the spread of misinformation; systematic attempts to reduce misinformation in psychology and education both in and out of the classroom; teaching practices to promote students’ success as curators of information on the Internet; and the potential perils of constructivism in the classroom, as well as the teaching of critical thinking.
Chapter 1. Introduction to the Nature of Misinformation, ‘Quackery’, and ‘Fake News’ in Education, Panayiota Kendeou & Daniel H. Robinson. Section 1. Susceptibility to Misinformation in Education Chapter 2. Zombie Concepts in Education: Why They Won’t Die and Why You Can’t Kill Them, Gale Sinatra & Neil Jacobson. Chapter 3. Understanding Susceptibility to Educational Inaccuracies: Examining the Likelihood of Adoption Model: Examining the Likelihood of Adoption Model, Alexandra List & Lisa DaVia Rubenstein. Chapter 4. Psychological Tribes and Processes: Understanding Why and How Misinformation Persists, Gregory J. Trevors. Chapter 5. Cognitive Biases in Forensic Science Training and Education, Candice Bridge & Mark Maric. Chapter 6. Do individual differences in conspiratorial and political leanings influence the use of inaccurate information? David N. Rapp, Megan Imundo, & Rebecca Adler. Chapter 7. Educational Muckrakers, Watchdogs, Whistleblowers, and Those who Oppose Them, Daniel H. Robinson & Robert A. Bligh. Discussion, Andrew Butler. Section 2. Practices in the Service of Reducing Misinformation in Education Chapter 8. Modeling the Dissemination of Misinformation through Discourse Dynamics, Laura K. Allen, Aaron D. Likens, Danielle. S. McNamara. Chapter 9. A Nation of Curators: Educating Students to be Critical Consumers and Users of Online Information, Jeffrey A. Greene, Brian M. Cartiff, Rebekah F. Duke, & Victor M. Deekens. Chapter 10. From Theory to Practice: Implications of KReC for Designing Effective Learning Environments, Jasmine Kim, Reese Butterfuss, Joseph Aubele, & Panayiota Kendeou. Chapter 11. Misinformation in Autism Spectrum Disorder and Education, Jessica Paynter, Ullrich H. Ecker, David Trembath, Rhylee Sulek, & Deb Keen. Chapter 12. “Well, that didn’t work!” or How Attempting to Reduce Misconceptions in Psychology Reveals the Challenges of Change, Patricia Kowalski & Annette Taylor. Chapter 13. Critical Thinking in the Post-Truth Era, Asa Wikforss. Discussion, Matthew McCrudden.
- This title is in development and is not yet available to order online. Please call the IAP office for more information: 704.752.9125
- Assessment of Higher Order Thinking Skills
- Learning Through Visual Displays
- Recent Innovations in Educational Technology that Facilitate Student Learning
- Teachers’ Personal Epistemologies Evolving Models for Informing Practice
- Technology-Based Assessments for 21st Century Skills Theoretical and Practical Implications from Modern Research
- Transfer of Learning from a Modern Multidisciplinary Perspective
- Use of Visual Displays in Research and Testing Coding, Interpreting, and Reporting Data