Widespread misleading stories circulating in networked public spheres have raised debates about their potential harm to democracies, organizations, and individuals. In the face of this challenge, educators have been rightly questioning how to prepare students to thrive in this so-called post-truth era. Scholarship on media and information literacies has often focused on incorporating new topics to address the issue and re-articulating learning goals. This body of work, however, does not address the question of how to deal with fast-paced changes that surround information disorder in the digital age. Based on Stuart Selber’s multiliteracies, this article proposes a set of competencies in combination with an analysis of the factors that contribute to the creation and circulation of false information. My argument focuses on students’ need to effectively identify misleading stories, thoughtfully question the role of technology in society, and ethically engage in civic dialogues. Taken together, these skills and knowledge provide a framework that they can expand upon as the landscape of information disorder shifts.

在网络公共领域流传着广泛的误导性故事，引发了关于其对民主国家，组织和个人的潜在危害的辩论。面对这一挑战，教育者们一直在正确地质疑如何让学生在这个所谓的后真理时代蓬勃发展。媒体和信息文学方面的奖学金通常侧重于纳入新主题以解决该问题并重新阐明学习目标。但是，本工作并未解决如何应对数字时代信息混乱带来的快节奏变化的问题。本文基于Stuart Selber的多种文学能力，结合分析导致虚假信息产生和传播的因素，提出了一套能力。我的论点集中在学生有效识别误导性故事，沉思地质疑技术在社会中的作用以及在道德上参与公民对话的需求。综上所述，这些技能和知识提供了一个框架，可以随着信息混乱状况的变化而扩展。