Critical Information/News Literacy and the Flipped Classroom: Student Evaluations of Information Searching and Analysis

Abstract

This article reports students’ responses to a critical information literacy course. The course has two unique elements which differentiate it from other information and media literacy courses: an assignment about confirmation bias and a facilitating, rather than an “expert” role for faculty to play in the course. After a review of key course elements, analysis of students’ anonymous reflection papers completed at the semester’s end is detailed. The data show students enthusiastically embraced the course.