Disinformation: Resources to Support Information Literacy in the Classroom

Equipping students with the skills and tools necessary to navigate the sea of digital misinformation is important. And as we inch towards the election, the need continues to increase because of the falsities, half-truths, and deep fakes being used to sway political views. Students are developing reality apathy, finding it difficult to discern information effectively which produces dire consequences for our society.

Misinformation online is not only a student issue, but also one we as adults need new learning around. I would bet we all have examples of friends who have reposted misinformation and helped to spread their effects across the digital landscape. In fact, just the other day I noticed a teacher-friend I went to college with repost a share from The Onion on her facebook page, unaware of the satirical nature of the site. 

We can do better and we must. The traditional ways of vetting information with a checklist no longer serve the desired outcome. We need to rethink how we teach information literacy and provide students with current thinking, resources, and tools so that they are able to participate in this perilous time with confidence.

Pinpoint structures or devices used to construct disinformation online. Have students create their own example which will allow them to deconstruct and analyze the different techniques used online to get clicks! 

2 of my favorite Fake News creation tools

The Fake News Generator 

Users create the headline, description, and choice in the “fake site” it originates. Choose an image from a collection they have curated and when done, a link is generated to your newly created “Fake News”. Multiple platforms to share and when readers click the link, it informs them they have been duped by fake news and encourages them to make their own. It is short, easy to use, and helps students think of sensational titles, succinct descriptions, and images people use to spread misinformation.

Break Your Own News

Break Your Own News provides a template in which users can fill in the headline and ticker. This site allows you to upload your own image and mimics the colors and structure we see on common news sources. The template is great and visually looks like “breaking news” you would find on many social media platforms. You can download the image or post to Facebook, so sharing is limited with this option. 

Gamify information literacy skills with these 2 websites!

Get Bad News

A game-based website using “inoculation theory” to help arm students against disinformation by placing them in the role of someone who is creating it. Players advance through the game trying to amass followers while sustaining credibility. The game takes approximately 20 minutes to play navigating through 6 badges that indicate the various forms of disinformation. It also provides educators with a guide to help navigate using in the classroom (ages 14 and up), the skills acquired, and additional reading to further explain information. 

Factitious 

Newly redesigned from the original version, Factitious still follows the same 3 basic steps: Read the article, Swipe to the right if you think it’s a real story, Swipe to the left if you think it’s fake. That’s it! This Tinder-like game now includes 6 game levels, along with 3 options on “reading levels” aimed for middle school, high school, and college-aged players. 

3 extensions to add to your browser

Nobias

Nobias claims to be the “fitbit for your media diet”. Track media bias, credibility, authenticity, and politics in the press you read online. Install either the Chrome or Firefox browser extension to help fight misinformation. Gain valuable insights when you hover over a title without having to click the link. Great resource to share with students and their home page is filled with FAQs and criteria they use to determine slants and bias. 

SurfSafe

This browser extension is intended to help viewers spot fake news, in the form of altered or misleadingly used images. While most extensions focus on the source, author, or site; SurfSafe is exclusively for images. It is intended to help stop the spread of disinformation by photoshopped images by providing users with 3 different  levels of identification and also allows users to report an image they feel is photoshopped or misleading. 

NewGuard

NewsGuard uses journalism to fight false news, misinformation, and disinformation. Trained analysts, who are experienced journalists, research online news brands to help readers and viewers know which ones are trying to do legitimate journalism—and which are not. This extension provides users with a “Nutrition Label” looking at everything from ownership, history, credibility, and transparency. Information and support for educators, libraries, and parents. Read how they rate sites and help to restore trust and accountability in the news.

Want more? Take a look at my other blog posts support Information Literacy and Education! 

Flat Earth, 9/11, Anti-Vax: Things People Doubt in the Age of Information 

7 Resources to Fight Digital Misinformation in the Classroom 

7 Resources to Fight Digital Misinformation in the Classroom

7 New Resources to Fight Digital MisinformationAccessing information online is like looking for a proverbial needle in a haystack. The abundance of resources available 24/7 makes Information Literacy an essential life skill for one’s working, civic and personal lives. As an educator, it is imperative to recognize the shifts in locating reliable and relevant sources online. I spoke about this need at ISTE 2018 in my Ignite. Developing healthy skepticism and honing fact-checking skills are an important part of being literate today. Recently, there have been a release of new tools to support this endeavour; along with some updates to some of my favorite resources.

Here are 7 Resources to Support Information Literacy Online and to Fight the Misinformation Out There:

  1. NewsGuard – NewsGuard is a browser extension to add to your Chrome or Edge browser. Trained journalist, with “no political axe to grind” help readers and viewers know which sites are reliable. Their tagline, “Restoring trust and accountability” uses 9 Criteria to give websites ratings by color-codes from red to green. If a reader wants to understand the rating given by the group, they can read the expanded “Nutrition Label” that provides this information. NewsGuard also has great resources for libraries and is user-friendly.  
  2. SurfSafe – SurfSafe is also a browser extension for Chrome with one goal, to detect fake or altered photos. After installing this extension, users can hover over an image on the web or Facebook which instantly checks it against 100s of trusted sites for its validity. Surfsafe provides a rating system to users, along with links to other websites. Users can also help “defend the internet” against misinformation by reporting suspicious images as well.
  3. News Literacy Project – The News Literacy Project is a national education nonprofit offering nonpartisan, independent programs that teach students how to know what to believe in the digital age. They have been helping students and teachers identify fact from fiction on the web for the past 10 years. On their website, educators will find resources, information, infographics, stats, and much more. Schedule a virtual visit, or catch up on their blog; News Literacy Project is a beneficial resource for all teachers.
  4. Factitious – Factitious is a Tinder-like game but involves news instead of potential dates. Created by JoLT, (a collaboration between American University’s GameLab and School of Communication tasked with exploring the intersection of journalism and game design) users are given a title and brief text of news and are to swipe right if they think it is real, or swipe left if they believe it to be fake. After guessing, users are given the link to the source and a brief summary statement, pointing to strategies that can be used to identify misinformation. This game is fun and fast-paced.
  5. Snopes – A website that many turn to first, Snopes is a resource that all educators and students should be aware of and use when questioning validity of digital information. What began in 1994 as David Mikkelson’s project to study Urban Legends has now “come to be regarded as an online touchstone of research on rumors and misinformation.” Snopes provides users with a description on their methods and selection on their about page, which is important information to point out to students. Users can search for a specific topic or check out the “What’s New” or “Hot 50” to be current on the misinformation and the actual truth that is spreading across the digital waves.
  6. Politifact – One word, Truth-O-Meter. PolitiFact’s core principles, “independence, transparency, fairness, thorough reporting and clear writing,” give citizens the information they need to govern themselves in a democracy. During the election of 2007, Politifact was born and has continued to fact-check and provide ratings on their Truth-O-Meter on all things political. From statements made by Politicians to bloggers, Politifact offers users information on a Global, National, and State level.
  7. CommonSense – Common Sense is a leading nonprofit organization dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in the 21st century. Fortunately for all of us, CommonSense News and Media Literacy offers a  Toolkit for educators with strategies, resources, videos, and lessons to support understanding of news and media literacy and promotion of Digital Citizenship. This is a website to check frequently for updates, news, and excellent educator resources; one of my favorites!

 

Have I missed any of your favorites? Drop me a comment to investigate additional resources.

ISTE Ignite::: Flat Earth, 9/11, Anti-Vax: Things People Doubt in the Digital Age of Information

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Photo Credit: Shawn McCusker, Thank you, friend!

This year, I pushed my comfort level and gave an Ignite (5 mins. 20 slides) at ISTE in Chicago. It was my first time presenting in this format and I chose to speak about a topic that I am passionate about – How to Develop Healthy Skepticism and Fact-Checking in Students.

I started off with a personal story from college about a girl on my floor who was sucked into a cult…

Armed with flyers and a headful of answers, Cassandra pushed her way into our room and began her recruitment speech.

The misinformation of today is more difficult to recognize, posing as websites and Facebook pages. As educators, it is our obligation recognize that the checklists we once used to verify information have a hard time exposing the fake news, half-truths, media-bias, propaganda, fallacies… that we consume on a daily basis.

Critical literacy skills are needed not only for current discourse but also rhetoric in modes we haven’t even considered taking, for instance, Deep Fakes. Fueled by AI, creators are enabled to hijack one’s identity, voice, face, body. Think of it like photoshop on steroids but also with video, and now audio. What was easily recognizable as altered has become so sophisticated that it is almost imperceptible to detect by both human or computer.

We must recognize the shifts in information and change to adapt to the new mediums, equip students with critical thinking skills that allow them to get closer to the truth than they once were. To move beyond checklists I suggest looking into the work of Michael Caufield who provides guidance with 4 Moves for digital information.

Verification is a process, not a simple yes or no. You may ask if it is worth it? Or why doesn’t the government step in and take down these websites? On a surface level, that may seem easiest, but upon further reflection, once one allows censorship to invade their space it creeps into every aspect of their life.

The answer is not censorship but empowerment. And when our students walk out that door for the last time, I hope they leave with a critical lens to consume information. Equipped with the ability to not only think critically but speak with authority and be advocates for themselves and others in the great unknowns of the world.

Thank you to all of the people that supported me during this process and cheered me on as I took the stage! Steven Anderson, Adam Bellow, and Erin Olson

Until next year!!!

Thank you to Dan Kreiness for recording Round 2 #Ignites. If you would like to see my whole presentation click the link!  Shaelynn’s Ignite

On mobile device? Try this link at 47 mins. Round 2 all Ignites

Fake News Should Die… Or Should It?

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This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is “how do we fight the fake news epidemic?”

 

Recently, Fake News has been getting a bad reputation, I’m hoping this post changes that!

Over half of Americans get their news from just one social media site – Facebook and 45% of US adults say government politicians and elected officials bear a great deal of responsibility for preventing made-up stories from gaining attention (Pew Research Center,  December 15, 2016). These statistics alarm me. Not the first one highlighting where people find information, but the second claim in which many feel the responsibility of identifying and stopping the spread of fake information resides with the government.

It is essential for educators to develop healthy skepticism within each child; critical discerners of information that are able to evaluate, analyze, and apply information that they encounter throughout their lifetime, no matter the mode.

Information is doubling every 12 days, containing fake news, half-truths, alternate facts, and reliable information; and while there are many resources (my list here) and blog posts written that offer apps, website, fact-checkers, and lessons plans for educators to utilize, we must not overlook the charge of education in our pursuit of combating fake news –  to develop independent, critical thinkers.

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A conversation I had with my 7th grade son and his friends this morning:

Me: What do you know about fake news?

Son: What do you mean?

Son’s friend: Didn’t you see President Trump on the news yesterday talking about news sources…

After a brief discussion on politics

Me: So what should we do with people or news sources that report and spread fake news?

Son: Fine them, make them pay…

Son’s friend: They should get jail time.

All the boys: Yes, jail time and not be allowed to report fake news. The government needs to shut those people down…

Me: So the government should police the internet, news sources, social media, conversations and get rid of all of the fake news?

Deep Thought

Son’s friend: Well that means I could be thrown in jail… or we could end up like North Korea…

BINGO!

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Fake news is not a bad thing. In fact, it provides teachable moments for educators across the globe. It begs us to consider who or what determines information as fake? And How can we support kids in their pursuit of understanding? The discernment of information and the application to construct one’s own understanding should be practiced and refined in every classroom across the country. With that being said, the importance of what should be done with fake information and the people or corporations that report this news as truth is a piece of the conversation that is missed.

 

  • What exactly is fake news?
  • Would killing off fake news truly help people?
  • Does allowing others to determine what information you have access to leave you with only factual and correct information?
  • Who should police the internet?
  • What role should the government play in determining access to information?
  • Does killing off fake news equal censorship?
  • Is censorship needed?
  • Can censorship be both good and bad?
  • Can censorship and freedom of speech coexist?

Resources, websites, fact-checkers are nice. They support an individual’s pursuit of knowledge. We use them as adults and we should definitely model and share them with students.

But

DO NOT forget the second part of the conversation, one in which students understand the value of fake news in the age of information. The conversation that includes the tough discussions on freedom of speech, critical thinking, approaching information with healthy skepticism, and censorship.

Special thanks to Shawn McCusker and Steven Anderson for sharing information freely!