List of Figures and Tables – Acknowledgments – Alice S. Horning and Ellen C. Carillo: Introduction – Disciplinary Responses to the Era of Fake News – Paul T. Corriga: The Reading Moves of Writing Teachers Debating Online – JosephForte: The Fox and the OWL: Pedagogical Lessons from a Real-World Fake News Controversy – William FitzGerald: Search(able) Warrants: Fostering Critical Empathy in the Writing (and Reading) Classroom – LaraSmith-Sitton and Courtney Bradford: What Is ‘Fake News’? Walls, Fences, and Immigration: How Community-Based Learning Can Prompt Students to Employ Critical Reading and Research Practices – Composition Classroom Practices in the Era of Fake News – Danielle Koupff: Factual Dispute: Teaching Rhetoric and Complicating Fact-Checking with The Lifespan of a Fact – Lilian Mina, DakotaMills, and Shifatiha: Fighting Fake News with Critical Reading of Digital-Media Texts – Ellery Sillsand Daniel Kenzie: Critical Science Literacy in the Writing Classroom: A Pedagogy for Post-truth Times – JessicaSlentz Reynoldsand Stephanie Jarrett: The Resurgence of the Pacific Northwest Tree Octopus: How Instructors Can Use New Media to Increase Students’ Awareness of Fake News – Jeaneen Canfield: Teach from Our Feet and Not Our Knees: Ethics and Critical Pedagogy – Kristina Reardon: News as Text: A Pedagogy for Connecting News Reading and Newswriting – Teaching Visual and Digital Media Literacy in the Era of Fake News – Dan Lawrence: How Information Finds Us: Hyper-Targeting and Digital Advertising in the Writing Classroom – Angelaaflen: Preparing Students to Read and Compose Data Stories in the Fake News Era – ChrisM. Anson and KendraL. Andrews: Sleuthing for the Truth: A Reading and Writing Pedagogy for the New Age of Lies – Stephanie West-Puckett, GenoaShepley, and Jessicaray: Hacking Fake News: Tools and Technologies for Ethical Praxis – Notes on Contributors – Index.