“Timely, provocative, and eminently readable…Journell realized that he could bring important perspectives together in one place, and the result is this book. As a knowledgeable reader, I have had the opportunity to analyze, criticize, and admire what he and his collaborators have produced. Whether a novice or an expert, you too are likely to be stimulated by what this book offers.”
—Teachers College Record
“Inside this book you will find a thorough explanation of what 'fake news' is, how it became such a phenomenon, and why we are so susceptible to believing it. You will find descriptions of simple lessons practiced by experts that can help make students more critical news consumers. You will hear from a variety of perspectives, some of which are sadly still too often overlooked in mainstream narratives. You may even learn that you have not been reading news with the most judicious eye.” —From the foreword by Rebecca Klein, HuffPost
“While ‘fake news’ is not new and often not really news, this engaging collection of insightful essays makes the case quite clearly that its impact on democracy is likely more serious now than it has been in the past. Not shying away from the important ‘what should we do now’ question, one of the notable strengths of this book is its emphasis on concrete approaches with the potential to help students develop the critical eye and specific skills needed to protect themselves and the larger democracy from the insidious influence of fake news.”
—Diana Hess, professor and dean of the School of Education, University of Wisconsin–Madison
“This book is both an important contribution to social studies education and a timely response to the demands of our current political moment. Educators have always faced the challenge of helping young people make sense of social issues amidst a swirl of sometimes superficial, contradictory, or misleading information. In this volume, we learn what is distinctive about today’s problem of ‘fake news’ and how it affects young people inside and outside of schools. The authors also offer educators promising ways of thinking and acting to help students forge an active and empowered relationship to news and knowledge about public life.”
—John Rogers, professor and director of UCLA’s Institute for Democracy, Education, and Access
“Fake news is a critical problem for our society, and especially for educators who teach civics. The authors of this important book use rigorous empirical evidence, real-world experience, and thoughtful arguments to propose a range of solutions that civic educators—and all citizens—should consider.”
—Peter Levine, associate dean, Jonathan M. Tisch College of Civic Life, Tufts University
“A much-needed set of analyses, offering multiple perspectives on the problem, and loaded with insights.”
—Walter Parker, professor, University of Washington
