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Week 9: Media/News/Visual Literacy (*=Key reading)

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UW iSchool: Calling Bullshit 9.2: Fake News Definitions and Examples. UW iSchool: Calling Bullshit 9.3: The Ecology of Fake News. The Problem with Fake News (and how our students can solve it) *Truth, truthiness, triangulation: A news literacy toolkit for a “post-truth” world. We were guaranteed a free press, We were not guaranteed a neutral or a true press. We can celebrate the journalistic freedom to publish without interference from the state. We can also celebrate our freedom to share multiple stories through multiple lenses. But it has always been up to the reader or viewer to make the reliability and credibility decisions.

It is up to the reader or viewer to negotiate truth. News literacy is complicated. In our attempts to discern truth, we are confounded by a 24/7 news cycle. News hits us across media platforms and devices, in a landscape populated by all degrees of professional journalists and citizen journalists and satirists and hoaxers and folks paid or personally moved to write intentionally fake news.

Even news that is vetted by editors and publishers sometimes emerges from that process a bit processed, perhaps leaning in a particular direction. And word choice itself is connected to truth. On news literacy Our kids need new types of filters. *Crap Detection 101. *Howard Rheingold: Check Facts With Crap Detection Resources - DML Central. Want to know if someone plagiarizes a speech?

Is the content on a website copied from another website? Do those song lyrics sound familiar? What about those statements? Have they been stolen from books, articles or other public documents? Suspecting minds should check. His constantly updated and curated list includes sites that can: instantly verify whether a celebrity is dead or alive;research statements made by politicians and rate their accuracy;allow consumers to file, report and look up scams;offer a user’s guide to finding and evaluating health information on the web;detect forged and altered photos;detect email hoaxes; check the accuracy of historical facts;verify facts and news online; compare articles to a database of other articles and press releases to determine if it is original journalism; and verify how many fake followers a Twitter account has.

Rheingold’s guide started as a chapter in his 2012 book, “Net Smart: How to Thrive Online.” Critical readers in the (mis)information age | 4C in ELT TYSON SEBURN. Did you know that Chicago was the most dangerous city in the US in 2014? I didn’t. I would have thought it was some bigger city, but according to this set of FBI statistics of total murders, I was wrong. But actually, was I? It’s very easy to look at this graph at face value without digging much further into the narrative it presents. As readers, we absorb this information, particularly when it comes from a perceived authority, but do we question it appropriately?

I hope so, but I’m not sure that’s always the case, especially when it comes to our learners who are being inundated with new information in a new environment in a language other than their L1. If you and they are critical readers, however, you may have questioned the population of these cities and therefore the related ratio, which would provide a more contextualised definition of ‘most dangerous’. Let’s take a closer look at the same information presented in this chart, but with more context. OK, now really look at it. *News and Media Literacy: Building Critical Consumers and Creators. Presented by Kelly Mendoza, Senior Director of Learning and Engagement, Common Sense Education Hosted by Common Sense Education and Sponsored by Symantec If you attended the live session, you’ll be emailed a CE certificate within 24 hours of the webinar.

If you view the recording and would like a CE certificate, join the Digital Learning & Leadership community and go to the Webinar Archives folder to take the CE quiz. More and more, young people (and adults) are getting their news online and from social media. There is also the increasingly problematic issue of fake news and determining credible news sources online.

In this webinar, Kelly Mendoza, Director of Learning and Engagement for Common Sense Education, leads us on an exploration of news and media literacy, including: Kelly also debuts the new News and Media Literacy Toolkit by Common Sense Education, with resources for educators to help build students’ skills to be critical media consumers and creators. About the Presenter. *Turn Students into Fact-Finding Web Detectives | Common Sense Education. Fact-Checking Tips and Tools for Teachers and Students Show students where to look for credible information on the web. Explain that professional fact-checkers may already have done this important work for us. Use the resources below as references for finding vetted and fact-checked information. Google Search Skills Every Student Should Know Upgrade your students' Google game! Using Reverse Image Search as a Fact-Checking Tool Google is great for fact-checking -- but only if you know how to use it!

Resources to Address the So-Called "Fake News" Phenomenon Make news literacy part of your web-literacy lessons. Further Reading and Research on Web and Media Literacy Looking for a deeper dive into web literacy for students? Share These Ideas With Everyone in Your Network! Concerned about what kids see as fact or fake when they're online? More News- and Media-Literacy Resources from Common Sense. News & Media Literacy | Common Sense Education. *Renee Hobbs @ UN. MediaLit Moments. Friday, 19 May 2017 11:06 Beth Thornton In the “olden days,” people primarily relied upon newspapers for their news, and the papers were clearly labeled by section -- “News” “Features” “Opinion.”

Through everyday use, newspapers trained their readers to expect the international and national news on the front page, and state and local news in following pages, and to flip through the pages for articles about local heroes or topics of interest like Home and Garden, Sports, or their favorite columnists and Editorials. Today, such labels are abandoned when articles are lifted as links and shared via social media, or when people check YouTube for the latest news, or when people accept their friends’ postings as “news.”

When you read your news on Facebook (and many people do!) You are not alerted to the genre of the story, and it’s often hard to tell which category the story may fit. Especially difficult is distinguishing news reports from opinion pieces. Definitions: Allsides: Curating diverse perspectives (or looking at news from most sides now) Fighting Fake News: Can Technology Stem the Tide? School Librarians Are Teaching Digital Citizenship. April Wathen photo: Jill Springer April Wathen, Kathy Lester, and Steven Yates. As technology and social media play an increasingly big role in the classroom, educators are faced with challenges of teaching students how to use technologies in appropriate ways, and how to be safe and responsible online—the basic tenets of what is known as digital citizenship, a close relative of digital literacy.

Fortunately, classroom teachers often have an expert ally to assist them in getting the job done: their school librarian or media specialist. “Digital citizenship and digital literacy—and, in the bigger picture, information literacy—whether it’s print or digital, that is our curriculum,” says Gwenn Marchesano, a middle school librarian in Plymouth, Mich. “That’s what school librarians teach.” When educator Mike Ribble first started writing about digital citizenship in the early 2000s, the term was unfamiliar to many people. Lester is proactive at the start of the school year. Identifying Fake News. The Revenge of the Filter Bubble: How Accelerating Content Customization and Mobile Device Access Drives Fake News. Did Media Literacy Backfire? – Data & Society: Points. Anxious about the widespread consumption and spread of propaganda and fake news during this year’s election cycle, many progressives are calling for an increased commitment to media literacy programs.

Others are clamoring for solutions that focus on expert fact-checking and labeling. Both of these approaches are likely to fail — not because they are bad ideas, but because they fail to take into consideration the cultural context of information consumption that we’ve created over the last thirty years. The problem on our hands is a lot bigger than most folks appreciate. What Are Your Sources? I remember a casual conversation that I had with a teen girl in the midwest while I was doing research. For years, that casual conversation has stuck with me as one of the reasons that we needed better Internet-based media literacy. Understanding what sources to trust is a basic tenet of media literacy education. Empowered Individuals…with Guns Combine this with a deep distrust of media sources. MediaBreaker Critical Remix Tools - The LAMP. Break-a-thons are short-term programs with The LAMP, and a perfect introduction for youth about how, why and for whom media are made.

Each Break-a-thon focuses on a theme, like the Super Bowl, the MTV Video Music Awards, movie trailers or political advertising; youth then come together for one or two days to break media related to the theme. Participants compete in challenges throughout the event, win prizes and create their very own broken videos talking back to mass media. Past students tell us they never watch TV in quite the same way once they’ve done a Break-a-thon! With Break-a-thon in a Box, you have everything you need to host your own event, including tips, samples, templates and more, all at no cost. Plus, we’re always here to help. Get started today when you sign up for our mailing list (you can unsubscribe anytime). Teaching Digital Literacy. Presented by Michelle Luhtala, Head Librarian, New Canaan High School, CT; and Joyce Valenza, Assistant Teaching Professor, Rutgers University, MI Program Sponsored by Mackin Educational Resources If you attended the live session, you’ll be emailed a CE certificate within 24 hours of the webinar.

If you view the recording or listen to the podcast and would like a CE certificate, join the Emerging Tech community and go to the Webinar Archives folder to take the CE quiz. This webinar focuses on instructional strategies that help students increase their digital literacy. Michelle Luhtala, Library Department Chair, New Canaan High School, CT, outlines distinctions between media literacy and digital literacy, and highlights how each can be addressed in the classroom and through the library program.

This webinar is part of a two-part series:Media Literacy: A Crash Course in 60 MinutesTeaching Digital Literacy. About the Presenters Listen to the Podcast Download here. News and Media Literacy: Building Critical Consumers and Creators. Lesson plan: How to teach your students about fake news | Lesson Plan | PBS NewsHour Extra. Fake news is making news, and it’s a problem. Not only did a BuzzFeed data analysis find that viral stories falsely claiming that the Pope endorsed Donald Trump and that Hillary Clinton sold weapons to terrorists receive more Facebook attention than the most popular news stories from established news outlets, but a false story about child trafficking in a Washington, D.C. pizza restaurant inspired a North Carolina man to drive 5 hours with a shotgun and other weapons to investigate.

This lesson gives students media literacy skills they need to navigate the media, including how to spot fake news. Subjects Social studies, U.S. government, civics, journalism Estimated Time One 50-minute class Grade Level Introduction A recent study by Stanford University found an overwhelming majority of students were not able to tell the difference between so-called fake news and real news. Procedure Essential question What media literacy skills do students need to evaluate the reliability of a news source?

Photo Fact-Checking in the Digital Age. Center for News Literacy – Bringing crucial critical thinking skills for the 21st century to teachers and students.