4 Games to Boost Media Literacy Skills

Critical thinking, healthy skepticism, fact-checking; in today’s information age, these three are more important than ever. On a daily basis, students are bombarded with information from multiple platforms that they must wade through, analyze and interpret, to make the most informed decisions on the authenticity and relevance. 

Media Literacy, according to NAMLE, is the ability to access, analyze, evaluate, create, and act using all forms of communication that are interdisciplinary by nature. Media literacy represents a necessary, inevitable, and realistic response to the complex, ever-changing electronic environment and communication cornucopia that surround us. 

I am an advocate for the teaching of these skills in classrooms across the country. In fact, just last week I was speaking at a conference in Connecticut, and after my talk on Developing Healthy Skeptics, a  professor approached me and told me that starting this year, media literacy was going to be a part of all Teacher Education programs at his university. We are making progress!

From websites to extensions to games, there are many ways to talk about and use media literacy in the classroom. From single lessons, to longer units, I typically start off with a game that provides a launch into the inquiry. I have found that games in the classroom provide rich simulations in which students learn content and hone skills. In the case of teaching Media Literacy, this is no different. These games focus on the consumption of digital information and place students in a variety of situations to evaluate epic headlines, analyze misinformation, or even use strategies to gain influence and followers just as an online troll would do.   

4 Games to Get Students Thinking Critically:

Factitious – Factitious, developed by the American University Game Lab and the JoLT Program, is a viral hit! Released in 2017, this Tinder-like game asks users to swipe left or right based on if the article is real or not. In its most recent updates, Factitious now has 6 game levels and 3 different reading levels making it accessible for a huge age range. Plus, it’s super fun! 

Get Bad News – Get Bad News has users take on the persona of a fake-news tycoon trying to make a social impact by spreading disinformation while trying to get more followers. This online game developed by researchers at the University of Cambridge and the Dutch media group Drog, tasks players through six different tactics in an effort to understand this propaganda and fake news while actually creating and sharing it. As you advance through the game, users earn badges and increase their fake-news radar by walking in the offenders’ shoes. 

Cast your Vote – A recent update and release of Cast Your Vote, by iCivics is perfect for the upcoming election. Users discover what it takes to become an informed voter–from knowing where you stand on important issues to uncovering what you need to know about candidates. This new version offers ELL supports and educator guides and questions to deepen the learning! It’s a perfect way to help students identify issues that are important to them and evaluate candidates based on their qualifications, experience, voting record, endorsements, and messaging.

Troll Factory – Troll Factory, my most recent discovery, does come with a warning. Because of the authentic content and sensitive material, it is not appropriate for all students. With that being said, the insights and explanations at the end of the game are fantastic.  When placed in the right learning context, I could see this game as being useful for upper-grades and college-aged students. Troll Factory shows users how disinformation merchants infiltrate social media and spread their anti-democracy propaganda. Created by Finnish Broadcasting Company Yle’s News Lab, this game asks you to imagine you are a professional troll who tries to amass influence on social media through fear, bias, and propaganda.  

There are many more resources, tools, and games popping up as the need for media literacy increases. From chrome extensions to URL validation websites, using multiple resources to support student discernment of digital discourse should be a priority in every classroom. It is only through an ongoing effort by all teachers that we can best equip students for a life filled with digital information and the critical thinking skills necessary for life. 

7 Resources to Fight Digital Misinformation in the Classroom

7 New Resources to Fight Digital Misinformation

Accessing 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 has been a release of new tools to support this endeavor; 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

Climate Change: Teach Students How to Think, Not What to Think

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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 Taking Climate Change seriously in our schools, what are your best tips for teaching about climate change.”

April 22, 2018, is recognized as Earth Day, a global event which began in 1970. Today, close to 1 billion people in 192 countries take part in the largest “civic-focused day of action in the world.” (Earthday.org) From endangered species to climate change, Earth Day campaigns are vast and span a wide-range of political, religious, and debatable topics. Students across the world will likely learn and partake in activities around these campaigns in celebration of Earth Day, like planting trees and taking care of gardens. Cleaning local parks, walking to school instead of driving, or raising money for the White Rhino; on April 22, many students will be helping to make a difference in the world.

BUT…

I challenge educators around the globe to think differently this Earth Day. Whether it be endangered species or climate change, our job as educators should not be planning activities for students to participate in or bestowing information upon them about the destruction of the planet; instead, on this civic-focused day, educators around the globe should focus on creating advocates. Our world needs young people who have the skills and resources to objectively look at an issue, evaluate and analyze multiple viewpoints, and articulate their own opinion.

We need to teach students how to think, not what to think.

The depletion of natural resources and climate change impact every human being on this planet, but it is also a political and religious topic which has multiple viewpoints. Doing a quick search on the internet provides users with hundreds of articles, videos, and advertisements aligned to both sides of the issue. There are as many experts claiming global warming is real as there are “experts” claiming that it is a hoax. Where does this leave educators and students?

First, I believe that technology has not only changed the way we communicate but also the access to information individuals have at their fingertips.

Second, because of this, it is imperative for educators to equip students with skills to swim in this digital sea of information with a degree of healthy skepticism.

Third, so that we help to create an empathetic global generation that can advocate for themselves and others.

So instead of having students walk to school instead of drive on Earth Day, teach them how to evaluate and analyze the information they find on the web about climate change (both sides of the issue). Answer questions such as: Is this a reliable source? What is the author’s bias? What evidence is used to back their claim? Can I find this information multiple places? What do I think?

Flood their environments with examples of advocacy campaigns, multiple modes of communication, and experts to get advice from. Answer questions such as: Now that I have my opinion and the evidence to back it up, what are my next steps? How do people take an idea and create a movement? Which forms and modes of my message will be best to use? How can one person be an advocate for themselves and others?
And support action designed by students. Earth Day, activism, movements that transform the way our young people think rarely are a direct result of an event that the teacher planned. To empower student advocates, efforts must stem internally and be supported by the adults they are surrounded by. Student action that will carry over into their adulthood must be a process that they experience from the start, what do I think? and why does it matter? to the very end. To have students participate in events on Earth Day on a deep and transferable level, we must teach them how to think, not what to think and empower them to create the movement.

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!