Evaluating Sources in a ‘Post-Truth’ World: Ideas for Teaching and Learning About Fake News
Back in 2015, when we published our lesson plan Fake News vs. Real News: Determining the Reliability of Sources, we had no way of knowing that, a year later, the Oxford Dictionaries would declare “post-truth” the 2016 word of the year; that fake news would play a role in the 2016 presidential election; that it would cause real violence; and that the president-elect of the United States would use the term to condemn mainstream media outlets he opposes. Back then, to convince teachers that the skill was important, we quoted Peter Adams of the News Literacy Project on the “digital naïveté” of the “digital natives” we teach. Now, however, we doubt that we need to convince anyone. These days, invented stories created in a “fake news factory”— or by a 23-year-old in need of cash — go viral, while articles from traditional sources like The Times are called “fake news” by those who see them as hostile to their agenda. As always, we welcome your ideas; please post them in the comments. Mr. Is Mr.
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• Digital tools and literacy
• FAKE NEWS
• Critical Reading