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Evaluating Sources

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Fake News Antidote: Teaching Kids To Discern Fact From Fiction : NPR Ed. By now, you've probably heard about one very real consequence of fake news — the infamous "pizzagate" conspiracy theory that ended with Edgar Welch, 28, firing a real gun inside a real Washington, D.C., pizzeria filled with real people.

Fake News Antidote: Teaching Kids To Discern Fact From Fiction : NPR Ed

When The New York Times later asked Welch what he thought when he realized there were no child slaves inside the restaurant, as one fake news story had led him to believe, he responded: "The intel on this wasn't 100 percent. " Welch isn't the only one struggling to tell fact from fiction in this digital age. A recent Stanford study found that America's middle, high school and college students are shockingly bad at it, too. It's clear that something has to change in the nation's classrooms.

That something, according to Professor Sam Wineburg, one of those Stanford researchers, is "practice. " And he's right. "Like a flu in the winter" "The question that many of you asked on your annotation of pizzagate was 'Why would anyone start a rumor? ' Quiz: Can You Spot the Fake News Story? In the age of digital information overload and the current divisive climate in the United States, discerning whether information you read is fact-based or fake can be tricky.

Quiz: Can You Spot the Fake News Story?

As you scroll through social media, it’s important to keep a keen, skeptical eye and an awareness of our own and others’ bias. It’s also critical to carefully consider wild claims and suspect sources. A well-known nonprofit, for example, may provide seemingly credible sourcing for a particular story, but lean toward their own agenda. A trusted news organization may have sponsored content—a.k.a native ads—peppered into its homepage, which can be tricky to spot.

A website may look credible but be devoid of truth. 0 of 6 questions completed Questions: Information Take the quiz to see if you can you spot the fake news. You have already completed the quiz before. You must sign in or sign up to start the quiz. You have to finish following quiz, to start this quiz: 0 of 6 questions answered correctly Time has elapsed. Information Literacy and Fake News. ACRLog welcomes a guest post from Candice Benjes-Small, Head of Information Literacy and Faculty Outreach, and Scott Dunn, Associate Professor of Communication, at Radford University.

Information Literacy and Fake News

One day in September, a relative emailed me a link and asked, “Should I share this on Facebook?” I took a look at the linked article, which had an extremely loaded-language headline and made some brutal accusations about one of the presidential candidates. I didn’t recognize the news source hosting the article, and none of the more mainstream news sites mentioned the story. I visited my go-to fact checkers, like PolitiFact and Snopes, but found nothing about the article topic or the site. I told my relative that I couldn’t verify anything in the story or the site, so I recommended she not share it further through social media. I didn’t know it at the time, but this was my first real engagement with what came to be called “fake news.” But as an instruction librarian, I’m not ready to throw in the towel. Truth, truthiness, triangulation: A news literacy toolkit for a “post-truth” world. Research and an infographic about research.

Teaching Information Literacy Now. Last week, a new study from Stanford University revealed that many students are inept at discerning fact from opinion when reading articles online.

Teaching Information Literacy Now

The report, combined with the spike in fake and misleading news during the 2016 election, has school librarians, including me, rethinking how we teach evaluation of online sources to our students. How can we educate our students to evaluate the information they find online when so many adults are sharing inaccurate articles on social media? While social media isn’t the only reason for the surge in fake news over the last 10 years, it’s certainly making it harder for information consumers of every age to sort through fact and fiction. As articles about the Stanford study get shared around Facebook, I have two thoughts. One, I have to teach this better. In follow-up lessons, we use the CARS strategy to evaluate other websites in order to rank their usefulness. Rethinking how we teach evaluation Read laterally. Keep it non-political.