New Special Issue Call for Papers: Teaching and learning about misinformation and disinformation Information and Learning Sciences https://www.emeraldgrouppublishing.com/journal/ils/new-special-issue-call-pa... Co-editors: Denise Agosto and Shannon M. Oltmann Issues of information bias and accuracy are growing concerns around the world across disparate educational contexts and settings. A growing consensus definition proposes that misinformation is inaccurate and misleading, while disinformation is deliberately so (e.g. Cooke, 2017; Oltmann, Agosto, & Froehlich, 2018). Both types of false information are being rapidly created and disseminated across multiple information and communication technologies and platforms in our present society. Because the term “fake news” has become highly politicized, and because it offers a limited framework for analysis, in this proposed special issue, we seek to move beyond partisan arguments about sources and causes of misleading, inaccurate, false, and satirical information, toward more nuanced discussions of misinformation and disinformation in teaching and learning, and how we as educators can help student learners, as well as publics, become more discerning in their interactions with information across many mediated and socio-technical contexts. In this call for papers, we seek contributions that address teaching and learning related to misinformation and disinformation at the K-12 or undergraduate levels, in formal or informal educational contexts and among learners and publics, of all ages. We welcome papers addressing theories, methods, research findings, or frameworks for action in teaching practices, across a wide range of disciplines and domains. Research based on original data is welcome, as are inquiries, observational reports and case studies written among collaborative researcher and practitioner co-authors. As examples, contributions could problematize the concepts of misinformation and disinformation within education, discuss evidence-based approaches on how students learn about these ideas, or share practical guidance on teaching information discernment and critical literacies. We also welcome discussion of educational approaches that bring in critical pedagogy; critical informatics analyses of socio-technical systems infrastructures and their relations to power, politics and publics; considerations of propaganda in media literacy education; approaches that teach youth about platform content moderation and its growing automation and related algorithmic bias; constructionist learning approaches aiming to bring about deeper understanding of systems by design; evidence based accounts of news literacy efforts engaged by organizations such as non-profits, media literacy associations and media education funding agencies, and the like. These are suggested ideas, but authors should feel free to think beyond these prompts. Information and Learning Sciences is a peer-reviewed journal that publishes interdisciplinary research within information science and the learning sciences / education sciences. For author guidelines and additional journal information, see: https://www.emeraldgrouppublishing.com/journal/ils https://www.emeraldgrouppublishing.com/journal/ils#author-guidelines Submission deadline: August 31, 2021 Acceptance decisions based on peer review: November 30, 2021 Revised drafts due: January 31, 2022 Issue publication: May/June, 2022 Shannon M. Oltmann, Ph.D. Pronouns: she/her/hers Associate Professor School of Information Science College of Communication & Information University of Kentucky shannon.oltmann@uky.edu<mailto:shannon.oltmann@uky.edu> Editor, Journal of Intellectual Freedom and Privacy Associate Editor, Library Quarterly