It was already clear by the end of the workshop that that my new course will be forced to address a lot of misinformation (and sometimes disinformation) about climate science, but I had little idea about how to do this beyond the helpful suggestions of teaching students about the peer-review process and sending them to www.realclimate.org.  This article mentions those things but transcends what I was imagining by persuasively arguing that the problem of misinformation actually presents an opportunity for teaching and by providing practical suggestions for how to proceed.  Since this article appears in a current issue of the Journal of Geography, I cannot include a link and can only suggest that you go to your library's current periodical room or request the article on inter-library loan.