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Digital Literacy and Perceptions of Truth: Confusion and Confirmation Bias
PROCEEDING

, Middle Tennessee State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study surveyed practicing social studies teachers with regards to their perceptions regarding the concept of truth, their priorities and preferences in the classroom, and their approaches to improving digital literacy. The findings underscore two major, and concerning outcomes: (1) Teachers held contradictory views regarding truth underscoring a general confusion about the concept and (2) Teachers were significantly impacted by confirmation bias in assessing quality of online resources in digital literacy. The implications of this study are two-fold. First, if teachers do not have a clear understanding of truth then helping students assess quality of information in digital spheres becomes problematic. Second, if teachers are prone to having their preconceptions determine what is likely true or false online there are obvious political ramifications when dealing with social studies topics that tread in such areas.

Citation

Krahenbuhl, K. (2019). Digital Literacy and Perceptions of Truth: Confusion and Confirmation Bias. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 157-161). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 6, 2022 from .

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