Teaching Readers in Post-Truth America

Nonfiction, Reference & Language, Language Arts, Writing & Publishing, Composition & Creative Writing
Cover of the book Teaching Readers in Post-Truth America by Ellen C. Carillo, Utah State University Press
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Author: Ellen C. Carillo ISBN: 9781607327912
Publisher: Utah State University Press Publication: August 27, 2018
Imprint: Utah State University Press Language: English
Author: Ellen C. Carillo
ISBN: 9781607327912
Publisher: Utah State University Press
Publication: August 27, 2018
Imprint: Utah State University Press
Language: English

Teaching Readers in Post-Truth America shows how postsecondary teachers can engage with the phenomenon of “post-truth.” Drawing on research from the fields of educational and cognitive psychology, human development, philosophy, and education, Ellen C. Carillo demonstrates that teaching critical reading is a strategic and targeted response to the current climate.
 
Readers in this post-truth culture are under unprecedented pressure to interpret an overwhelming quantity of texts in many forms, including speeches, news articles, position papers, and social media posts. In response, Carillo describes pedagogical interventions designed to help students become more metacognitive about their own reading and, in turn, better equipped to respond to texts in a post-truth culture.
 
Teaching Readers in Post-Truth America is an invaluable source of support for writing instructors striving to prepare their students to resist post-truth rhetoric and participate in an information-rich, divisive democratic society.
 

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Teaching Readers in Post-Truth America shows how postsecondary teachers can engage with the phenomenon of “post-truth.” Drawing on research from the fields of educational and cognitive psychology, human development, philosophy, and education, Ellen C. Carillo demonstrates that teaching critical reading is a strategic and targeted response to the current climate.
 
Readers in this post-truth culture are under unprecedented pressure to interpret an overwhelming quantity of texts in many forms, including speeches, news articles, position papers, and social media posts. In response, Carillo describes pedagogical interventions designed to help students become more metacognitive about their own reading and, in turn, better equipped to respond to texts in a post-truth culture.
 
Teaching Readers in Post-Truth America is an invaluable source of support for writing instructors striving to prepare their students to resist post-truth rhetoric and participate in an information-rich, divisive democratic society.
 

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