Experiential teaching techniques to combat fake news: stepping back to understand
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Experiential learning, inferential learning, disinformation, misinformation, user experience design
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The proliferation of misinformation in digital environments presents unprecedented challenges to information literacy education. Traditional fact-based approaches to countering false information have proven insufficient, as they fail to address the experiential and emotional dimensions through which misinformation operates. This paper examines experiential teaching techniques that leverage Marshall McLuhan's media theory to develop more effective pedagogical strategies for combatting fake news. By analyzing methods including WebQuests, journey mapping, card sorting, structured interviewing techniques and inferential learning, this study proposes a framework that engages learners through participatory, multi-sensorial approaches that mirror the experiential nature of misinformation itself.
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