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!