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Abstract

The frameworks for “information literacy” and “media literacy” require a complex understanding of authority and context and neglect the most basic of ideas, that all sources have a perspective. Whether that perspective is useful or not is dependent upon its purpose. If a student is researching conspiracy theories, they will be looking at a vast array of perspectives. If a student is researching active measures, they will be looking at an even broader array. Beyond learning to determine whether a news article is “Fake News” students must be able to filter the snippets of information that inundate them on a daily basis. The author proposes calling this method “informational awareness” and details a program of teaching this to students.

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