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Abstrak :
Going beyond the fake news problem, this book tackles the broader issue of teaching library users of all types how to become more critical consumers and sharers of information. As a public, school, or academic librarian or educator, you can help library users to become more conscious and responsible consumers of information. As you read, you'll gain a better understanding and appreciation of the core concepts involved in promoting critical information literacy, such as information ethics, media literacy, and civic education. You'll also learn the history of fake news and come away with practical ideas in mind for strategies to apply in your library. Chapters contributed by leading experts in public, academic, and school library services are written in plain, everyday language that librarians and library school students can easily understand and relate to their own experiences as information users, especially their experiences in social media and other online venues where sharing false information takes only a click. Features: Offers a means to learn how to step into their vital role as leaders helping their communities to more critically evaluate information; Features ways to master the concept of critical information literacy, information ethics related to online information sharing, and other core concepts related to information literacy, fake news, and teaching users about source evaluation; Encourages readers to view libraries as the ideal institutions for combating the fake news problem

Abstrak :
This study is an attempt to address the issue of how Extensive Reading (ER) as a supplementary reading approach is able to encourage students critical literacy. Further how ER influences students perception of critical literacy related to students viewpoint of the texts is examined throughly. ER in this study was employed as a supplementary reading activity where students ere engaged to read in a large number of materials on a wide range of topics and they had freedom to select the reading material based on its relevance to their interests, knowledge, and experience (Day & Bamford, 2002). Relating the characteristics of ER, it seemed to us that students understanding of the text through ER activity should be scrutinized as one important aspect in English language teaching (ELT). in order to get more comprehensive picture, questionnaires were distributed to 38 students in the class. Yet, only 3 (three) students were willing to return the questionnaire and to be interviewed based on their answers in the quasionnaire. The findings revealed that ER is evidenced to motivate students to approach texts critically, challenge taken knowledge, relate the text to world's issues, improve their awareness of how to see and understand human beings, and question the intention of the texts from distinct viewpoints.