James H. Wittebols – författare

It has been said that M*A*S*H was a show set in the 1950s which reflected the shifting values of the 1970s and early 1980s. Hawkeye Pierce, Radar O'Reilly, Trapper John McIntyre, Sherman Potter, Margaret (Hot Lips) Houlihan, B.J. Hunnicutt, Frank Burns, Charles Emerson Winchester, Max Klinger--these and the many other characters who populated the MASH 4077 used the Korean War as a backdrop to comment on many of the social issues of their day.Using a unique blend of comedy and drama, the show's first three seasons (1972-1975) focused on the anti-Vietnam War sentiment that consumed much of America. As Vietnam ended, M*A*S*H moved on to concentrate on other contemporary issues--the women's movement, the rise of the religious right in American politics, the new narcissism that marked the early 1980s, the heightened awareness of underage or excessive alcohol use, and the increased emphasis on family in American life. How the series presented these issues and its success in doing so are the subjects of this critical study. An episode listing--brief plot outline, casts and credits, air dates, and titles--is also provided.

Living in a post-truth world during an era of information wars, making sense of events is increasingly challenging for everyone. The fact that today’s politics has found many retreating to ideologically “safe” spaces online where their world view is not contested makes the need for news and information literacy more significant. A contemporary world where disinformation and propaganda lead to a distrust of news sources calls for a new way to approach information and news literacy. Digital technology has seemingly made information and news easier to access, but it has also made sorting quality from nonsense a challenge.This book presents a different approach to news and information literacy which uses a flipped classroom method to create a student-centered learning experience. The course is guided by the educational philosophy of Paulo Freire and draws on theory and research from psychology, education and news and information literacy. The course begins with an exercise which reveals the role confirmation bias plays in how students judge the adequacy of news and information they retrieve through online search. The course engenders greater confidence in mastering the pitfalls of the Internet as students emerge empowered with self-knowledge as well as a better understanding of the Internet. The book is relevant for news, information and media literacy teachers, especially at the secondary and collegiate levels, curriculum specialists, continuing and adult education specialists and anyone who wants to better understand how we process news and information in the digital age.