A classroom teacher for fifteen years, Jeffrey D. Wilhelm is currently Professor of English Education at Boise State University. He works in local schools as part of a Virtual Professional Development Site Network sponsored by the Boise State Writing Project, and regularly teaches middle and high school students. Jeff is the founding director of the Maine Writing Project and the Boise State Writing Project.  Michael W. Smith, a professor in Temple University′s College of Education, joined the ranks of college teachers after eleven years of teaching high school English. His research focuses on understanding both how adolescents and adults engage with texts outside school and how teachers can use those understandings to devise more motivating and effective instruction inside schools.  Hugh Kesson trained as a high school teacher in London and has since worked in a variety of educational roles and settings in the UK, US, and Australia. He earned his PhD at Temple University’s College of Education where his doctoral work investigated the influences of digital technologies on reading and reading instruction. Hugh′s writing has appeared in English Teaching: Practice & Critique.   Deborah Appleman is Professor of Educational Studies and Director of the Summer Writing Program at Carleton College in Northfield, Minnesota. Her primary interests include adolescent response to literature, multicultural literature, and the teaching of literary theory to high school students. A high school English teacher for nine years, Deborah works weekly in urban and suburban high schools.

"If I were in charge of the world, every school would have a required media studies course, and every faculty would do a book study around Fighting Fake News. This book is an essential tool in helping students to be more consciously aware, reflective, and rational about the waves of news and other forms of "angertainment." I lost count of how many times I said, ′Yes!′ while reading this book."

• Part 1: So Much at StakeChapter 1: The Case for Teaching Critical Reading and Fighting Fake NewsChapter 2: Fake News: What It Is, Why it Works, and What We Can Start Doing About ItPart II: Lessons for Critical Reading and Fighting Fake NewsChapter 3: Lessons for Getting Started: Knowing Your Own MindChapter 4: Lessons Using ‘Rules of Notice’ in Online ReadingChapter 5: Lessons for Teaching Point of View in Digital MediaChapter 6: Lessons for Examining News, Nonfiction, and Digital Texts through Literary LensesChapter 7: Lessons for Teaching Students to Evaluate Evidence and ResearchConclusion: Some Final Words

A classroom teacher for fifteen years, Jeffrey D. Wilhelm is currently Professor of English Education at Boise State University. He works in local schools as part of a Virtual Professional Development Site Network sponsored by the Boise State Writing Project, and regularly teaches middle and high school students. Jeff is the founding director of the Maine Writing Project and the Boise State Writing Project.  Michael W. Smith, a professor in Temple University′s College of Education, joined the ranks of college teachers after eleven years of teaching high school English. His research focuses on understanding both how adolescents and adults engage with texts outside school and how teachers can use those understandings to devise more motivating and effective instruction inside schools.  Hugh Kesson trained as a high school teacher in London and has since worked in a variety of educational roles and settings in the UK, US, and Australia. He earned his PhD at Temple University’s College of Education where his doctoral work investigated the influences of digital technologies on reading and reading instruction. Hugh′s writing has appeared in English Teaching: Practice & Critique.   Deborah Appleman is Professor of Educational Studies and Director of the Summer Writing Program at Carleton College in Northfield, Minnesota. Her primary interests include adolescent response to literature, multicultural literature, and the teaching of literary theory to high school students. A high school English teacher for nine years, Deborah works weekly in urban and suburban high schools.

"If I were in charge of the world, every school would have a required media studies course, and every faculty would do a book study around Fighting Fake News. This book is an essential tool in helping students to be more consciously aware, reflective, and rational about the waves of news and other forms of "angertainment." I lost count of how many times I said, ′Yes!′ while reading this book."

• Part 1: So Much at StakeChapter 1: The Case for Teaching Critical Reading and Fighting Fake NewsChapter 2: Fake News: What It Is, Why it Works, and What We Can Start Doing About ItPart II: Lessons for Critical Reading and Fighting Fake NewsChapter 3: Lessons for Getting Started: Knowing Your Own MindChapter 4: Lessons Using ‘Rules of Notice’ in Online ReadingChapter 5: Lessons for Teaching Point of View in Digital MediaChapter 6: Lessons for Examining News, Nonfiction, and Digital Texts through Literary LensesChapter 7: Lessons for Teaching Students to Evaluate Evidence and ResearchConclusion: Some Final Words