The digital revolution brought about unprecedented changes in people’s daily lives as well as in techno-scientific contexts. In this paper, we address the problem of information overload people experience in online media, news outlets, and social media. The problem is well-known for its negative influence on the quality of online information, with abundant discussion on the promise of fact-checking and the potential role of censorship and moderation by social media. We instead discuss the issue from the perspective of digital literacy; specifically, we advance the view that our procedure of argument-checking can enhance such literacy, as a form of critical pedagogy, thereby contributing to improving the quality of online information.
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