Critical Thinking in the Digital Social Context: Thinking Through Mis/Disinformation with Young Children

Description

In this project, I argued that critical thinking skills alone are insufficient for engaging children in online critical thinking (CT). Rather, educators should also emphasize the cultivation of students’ CT dispositions. My project was divided into four sections. The first examined features of digital media environments that hinder critical thinking and highlights the risks of online mis/disinformation for children. The second explored the philosophical theories of Harvey Siegel and Robert Ennis, which argue that independent critical thinking needs dispositions to initiate. Without dispositions, students may not actively apply their CT skills. The third analyzed five current digital literacy frameworks, revealing that insufficient attention is paid to CT dispositions. The fourth proposed an online lesson plan utilizing an AI-based Community of Inquiry to enhance students’ CT dispositions.

Student Biography

Huiming is an international student from China, with a background as a preschool teacher and online curriculum designer. She enjoys exploring the world, meeting interesting people, and listening to and writing stories.