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Propaganda and disinformation are changing the nature of how citizens view authority and reshaping how we understand the world around us. In an era where fake news is the domain of politicians, corporations, and even hostile nation-states, Renee Hobbs, Director of the Media Education Lab at the University of Rhode Island, offers insights on how to decide what to believe and who to trust as well as effective ways to think critically and reflect upon the news and information we process every day.

This event is in partnership with the League of Women Voters of Newport County.

Dr. Renee Hobbs is an internationally-recognized authority on digital and media literacy education. Through community and global service and as a researcher, teacher, advocate and media professional, Hobbs has worked to advance the quality of digital and media literacy education in the United States and around the world. She is Founder and Director of the Media Education Lab, whose mission is to improve the quality of media literacy education through research and community service. 

Renee Hobbs is Professor of Communication Studies at the Harrington School of Communication and Media at the University of Rhode Island. She is the founding co-editor of the Journal for Media Literacy Education, an open-access peer reviewed journal that advances scholarship in the field. She co-directs the URI Graduate Certificate in Digital Literacy.

Renee Hobbs maintains an active research agenda that examines the intersections of the fields of media studies and education. She has published over 150 articles in scholarly and professional journals and in 2018, she was recognized for research productivity by receiving the Research Excellence Award from the University of Rhode Island. Her current research examines approaches to teacher education in digital and media literacy education, with a focus on measuring how teacher motivations shape their practice of integrating digital tools and media literacy concepts into the curriculum. She has also developed and validated measures of media literacy competencies for adolescents and she has evaluated the impact of media literacy programs implemented in American public schools. Her most recent work examines the pedagogy of teaching persuasive genres in K-12 education. 

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