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• W46187875 abstract "A lie mediated by the printed word can be more difficult to spot and more dangerous than one told in a face-to-face situation. However, lies are not a common item of study in the L1 curriculum. This paper describes an attempt to foster better understanding of lies as an initial step towards critical literacy. A survey of approaches to ‘criticality’ suggests that while general skills for lie detecting may not exist, there are cases in which expertise about lies pertaining to a given domain is demonstrated. Fiction provides a wealth of examples to establish a language for discussing lies in the classroom and to highlight the key role of the victim's expectations and how a lie often sports multiple layers of deceit, such as misleading representation of reality and of the liar's relationship to the victim and to the topic. The paper then describes classroom activities carried out with Italian students aged 14–16, who were either told a lie in controlled situations or encouraged to fabricate innocuous lies. A reassessment of that experience confirms that it is extremely difficult for lie detecting to be learned on a general basis, as personal motives and topic knowledge are decisive in triggering a critical attitude. On the other hand, working with lie sat school seems effective in raising students' communication awareness. Finally, cross-curricular contributions and attention to non-verbal communication are suggested for moregeneral and ambitious approaches to lies and criticality." @default.
• W46187875 created "2016-06-24" @default.
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• W46187875 date "2002-01-01" @default.
• W46187875 modified "2023-09-26" @default.
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• W46187875 doi "https://doi.org/10.1023/a:1021356011948" @default.
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