Truth, Lies, and Algorithms: Interdisciplinary Pedagogical Strategies for Media Literacy

Abstract

The spread of misinformation on social media presents a critical challenge for students across disciplines. Despite its far-reaching impact on diverse fields, media literacy is often relegated to specialized courses rather than integrated across curricula. This paper offers actionable pedagogical strategies—grounded in the theoretical frameworks of critical pedagogy, experiential learning, and transactional reading theory—to help postsecondary students navigate and resist misinformation in varied disciplinary contexts by emphasizing critical media literacy. The proposed activities encourage students to critically analyze social media content, evaluate its credibility, and reflect on its societal impacts. By bridging theory and practice, this paper contributes to the growing body of research on interdisciplinary media literacy; it also underscores the transformative potential of experiential learning in preparing students for ethical, informed, and cross-disciplinary digital engagement.