100% key. we need to see our attention as a limiter resource. Low-quality and misleading information online can hijack people's attention, often by evoking curiosity, outrage, or anger. Resisting certain types of information and actors online requires people to adopt new mental habits that help them avoid being tempted by attention-grabbing and potentially harmful content. We argue that digital information literacy must include the competence of critical ignoring—choosing what to ignore and where to invest one's limited attentional capacities.

ores temptations by removing them from one’s digital environments; lateral reading, in which one vets information by leaving the source and verifying its credibility elsewhere online; and the do-not-feed-the-trolls heuristic, which advises one to not reward malicious actors with attention.

We argue that these strategies implementing critical ignoring should be part of school curricula on digital information literacy. Teaching the competence of critical ignoring requires a paradigm shift in educators’ thinking, from a sole focus on the power and promise of paying close attention to an additional emphasis on the power of ignoring. Encouraging students and other online users to embrace critical ignoring can empower them to shield themselves from the excesses, traps, and information disorders of today’s attention economy.

Investing effortful and conscious critical thinking in sources that should have been ignored in the first place means that one’s attention has already been expropriated (Caulfield, 2018). Digital literacy and critical thinking should therefore include a focus on the competence of critical ignoring: choosing what to ignore, learning how to resist low-quality and misleading but cognitively attractive information, and deciding where to invest one’s limited attentional capacities.

100% key. we need to see our attention as a limiter resource

Low-quality and misleading information online can hijack people’s attention, often by evoking curiosity, outrage, or anger. Resisting certain types of information and actors online requires people to adopt new mental habits that help them avoid being tempted by attention-grabbing and potentially harmful content. We argue that digital information literacy must include the competence of critical ignoring—choosing what to ignore and where to invest one’s limited attentional capacities.

Making matters worse, bots—automated social media accounts that impersonate humans—enable misguided or malevolent actors to take advantage of his vulnerabilities.

Compounding the problem is the proliferation of online information. Viewing and producing blogs, videos, tweets and other units of information called memes has become so cheap and easy that the information marketplace is inundated. Unable to process all this material, we let our cognitive biases decide what we should pay attention to. These mental shortcuts influence which information we search for, comprehend, remember and repeat to a harmful extent.

Readocracy's "bust your bubble" feature will help displace your bias.

Indiana University

Heed to ask Sara about this

University of Warwick

should look them up as well.

Herbert A. Simon noted, “What information consumes is rather obvious: it consumes the attention of its recipients.” One of the first consequences of the so-called attention economy is the loss of high-quality information.

Our models revealed that even when we want to see and share high-quality information, our inability to view everything in our news feeds inevitably leads us to share things that are partly or completely untrue.

We prefer information from people we trust, our in-group

Compounding the problem is the proliferation of online information. Viewing and producing blogs, videos, tweets and other units of information called memes has become so cheap and easy that the information marketplace is inundated.

The need to understand these cognitive vulnerabilities and how algorithms use or manipulate them has become urgent.

At the University of Warwick in England and at Indiana University Bloomington's Observatory on Social Media (OSoMe, pronounced “awesome”), our teams are using cognitive experiments, simulations, data mining and artificial intelligence to comprehend the cognitive vulnerabilities of social media users.

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