These slides accompany the book chapter “Revelatory Reading: Understanding, Critiquing and Unveiling Religious News Stories” from Teaching About Fake News published by ACRL.

These slides are designed to accompany Chapter 16: "Sound Science or Fake News?: Evaluating and Interpreting Scientific Sources Using the ACRL Framework" by Anna Mary Williford and Charlotte Ford, from the ACRL book Teaching About Fake News: Lesson Plans for Different Disciplines and Audiences.

Use this slidedeck to explore, identify rheotrical trends, and critically analyze and evaluate different examples of conpsiracy theories with students. This activity is part of the Teaching About Fake News volume, published by ALA.

These slides are designed to accompany the book chapter, "Evaluating Data Visualizations for Misinformation & Disinformation," by Nicole Helregel, within the ACRL book Teaching About Fake News. 

PowerPoint that accompanies Chapter 21: Teaching Students to Analyze and Interpret Historical Propaganda by Amy E. Bush, Christine Cheng, University of California, Davis, and Alesia M. McManus, University of California, Davis.

A slide presentation to accompany the learning activity from the chapter "Senior Citizens, Digital Citizens: Improving Information Consumption in Older Adults" in Teaching about Fake News: Lesson Plans for Different Disciplines and Audiences. This lesson demonstrates some of the most common types of misinformation senior citizens may encounter using social media and evaluation techniques to prevent sharing with others. 

These slides are designed to accompany "Countering Fake News with Collaborative Learning: Engaging Writing Center Tutors in Information Literacy Instruction, a chapter in the ACRL book Teaching About Fake News. 

These materials were created to complement the "Bot or Not?" learning activity described in "Chapter 12: Fact-Checking Viral Trends for News Writers," in Teaching About Fake News: Lesson Plans for Different Disciplines and Audiences (2021). Students are to divide into groups, take a tweet provided by the instructor (samples are included in the link), and use evaluative methods introduced in the session to determine the veracity and newsworthiness of both the Twitter account and the tweet itself.

Slide deck for chapter "Establishing the Fake News-Pseudoscience Connection in a Workshop for Graduate Students" 

This PowerPoint and associated learning activity accompany "Chapter 20: Mediated Lives: A Cultural Studies Perspective to Discussing “Fake-News” with First-Year College Students" in Teaching About Fake News: Lesson Plans for Diverse Disciplines and Audiences (2021).  In this lesson, students learn about mediation, fake news, and how internet content is catered to specific demographics of social media users.  In the activity to follow, students create their own clickbait headlines for multiple imagined audiences.