We argue that information literacy instruction that aims at developing students’ critical thinking habits should address how safeguards in the information cycle fail. We argue that such “short circuits” in the information cycle can be best engaged with at a “middle distance”—not so distant from students’ lived experience that they seem irrelevant, but not so close that students can’t gain a critical distance—and illustrate this framework with three such cases that concern moral panics about new technologies. We hold that instruction using this framework will help learners critically assess sources while retaining a strong but realistic appreciation for procedural supports for epistemic responsibility like peer review and balanced journalism.
0000-0003-1443-9797 (L. Wittkower)
Wittkower, L. R., & Wittkower, D. E. (2020). Short circuits in the information cycle: Addressing information breakdowns using the information literacy framework. Journal of Sociotechnical Critique, 1(1), 1-21. https://doi.org/10.25779/adg9-pp62