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Pedagogy to Disrupt the Echo Chamber: Digital Annotation as Critical Community to Promote Active Reading
- Pedagogy
- Duke University Press
- Volume 21, Issue 2, April 2021
- pp. 329-349
- Article
- Additional Information
Abstract:
This article addresses the challenges of fake news and echo chambers in the digital age by exploring the possibility that susceptibility to misinformation derives not from an inevitable fault in the medium of digital publishing but, rather, from the slower development and adoption of pedagogies that leverage digital tools for reading. The authors examined student annotations and argue that focusing on reading using collaborative digital annotation can stimulate knowledge acquisition and personal belief formation and, further, can assist educators to evaluate the effectiveness of instruction and intervene where needed. Digital annotation tools promote affective and cognitive engagement with texts and enable both instructor-to-peer and peer-to-peer modeling of reading strategies.