Fake “News” in a “Post-truth” World | Building a Culture of Collaboration® In the wake of a contentious U.S. presidential election cycle, researchers and educators are shining a spotlight on critical “information literacy” skills. Determining authority, accuracy, and bias have long been essential aspects of analyzing content and sources of information. Today, this is no easy task for students (and adults as well) when authors of “information” do their best to deceive readers or hide their identity behind domains, such as .org, factual-seeming but phony statistical data, and authoritative-sounding language based on “pants of fire” lies. In her 2014 book, It’s Complicated: The Social Lives of Networked Teens, researcher danah boyd wrote, “becoming literate in a networked age requires hard work, regardless of age” (177). How long have school librarians been challenging students to determine the bias in Stormfront’s Martin Luther King Jr. Last week on LM_NET, school librarian Andrew van Zyl of St. • Consider the source. Works Cited boyd, dana. Valenza, Joyce.
10 Twitter how-tos for Twitter’s 10th birthday – Poynter In honor of 10 years of journalists tweeting (and getting into Twitter fights, tweetstorming and tweeting hot takes), here are 10 guides to using the social network from our archives. These include advice from people such as Craig Silverman, now editor at BuzzFeed Canada, on posting Twitter corrections, Nisha Chittal, manager of social media at MSNBC, on figuring out what's public and private on Twitter, and David Beard, executive editor at PRI, who suggested eight ways to attract followers. 10 ways journalists can use Twitter before, during and after reporting a story By Mallary Jean Tenore, 2011 One way Tenore suggests using Twitter is to curate reactions to the news. The tweets prompted me to write about the style change and capture people’s reactions in my lead: “When the AP Stylebook announced via Twitter that it was changing the style for ‘Web site’ to ‘website,’ some users let out shouts of praise: “Finally!” I find it essential to have coworkers who can be my reality check.
Geeks Bearing Gifts: Imagining New Futures for News (English Edition) eBook: Jeff Jarvis: Amazon.fr: Boutique Kindle Web Evaluation: Does This Website Smell Funny to You? One of my friends spent this past weekend working with her 2nd grade daughter on a research project. While her daughter flew through the arts and crafts portion and was able to handwrite the “sloppy copy” of her presentation, she struggled when it came to typing the final draft. She didn’t know where the period was. This reminded me how easy it is to overestimate our students’ abilities when it comes to technology. One of my favorite things to work on with students in this area is website evaluation. When working with older students (8th through 12th grade), I’ve always relied on the CRAAP Test (pdf) from California State University Chico. As wonderful a tool as it is, the CRAAP Test has a sophistication (despite its name) that makes it inaccessible for the 5th through 7th grade. (Perhaps at this point I should pause to let you know that my school, while co-ed, is predominantly boys – they make up about 88% of our student population. F: Is the site Friendly to the eyes? Like this:
On student scrutiny: two strategies We’re focusing a lot of attention these days of helping students determine credibility. For many of us, this is not a hot new topic. I dug around a bit and dusted off a couple of tools that, I think, stand the test of time. needs. This Current Events Analysis Scaffold forces thinking beyond the Ws. And then there’s my magic bullet. Evaluative, annotated works cited sections require and inspire the development of critical research and evaluation skills. Here’s the document we used to guide students through their annotations: Evaluative, Annotated Works Cited (High School) Annotations frequently include brief, two-sentence summaries. Check with your teacher to see which of the following elements you should include in your annotations: Author’s credentials (these may be contextual–relative to the format, situation or information need)Intended audience (For whom was this work produced and why?) Example of an evaluative annotation: Katz, Jon. Annotations for elementary and middle school students:
Cahier de Tendances Printemps-Eté : Et si les médias redevenaient intelligents ? | Meta-media | La révolution de l'information Difficile aujourd’hui d’imaginer une technologie qui changera davantage notre monde dans les prochaines années que l’intelligence artificielle (IA). Notre défi – et sans doute, notre chance – c’est que -- comme durant ces 25 dernières années, pour Internet, le numérique, le mobile ou les réseaux sociaux -- les médias sont, une nouvelle fois, en première ligne. De fait, l’IA est déjà mobilisée en arrière-plan de nombreux services qui modifient et améliorent en ce moment notre manière de nous informer, de nous cultiver et de nous divertir. Mais aussi de nous enrichir et d’être davantage en prise avec la société. Dans cette nouvelle édition de notre Cahier semestriel de Tendances sur l’évolution des médias et du journalisme, nous avons donc tenté d’entrevoir comment créateurs, producteurs, rédactions, annonceurs, techniciens, citoyens pouvaient d’ores-et-déjà s’emparer des premiers outils pour apprendre à vivre et à travailler avec cet outil révolutionnaire.
Don't Get Faked by the News Recently California State Assemblyman Gomez introduced AB 155, which states: “This bill would require the Instructional Quality Commission to develop, and the state board to adopt, revised curriculum standards and frameworks for English language arts, mathematics, history-social science, and science that incorporate civic online reasoning, as defined.” The impetus of this bill is the proliferation of fake news, as evidenced in 2016. While fake news has always been part of the (dis)information picture, social media and campaign documents have highlighted its impact. The 2016 Stanford report on evaluating information found that most students, even in higher education, have difficulty discerning online media such as fake news. Schools need to insure that their students become information and communications technology (ICT) literate. As part of my work, I manage California State University’s ICT Literacy Project, which facilitates faculty incorporation of ICT literacy into the curriculum.
Newspapers: Fact Sheet Last updated June 2016 For newspapers, 2015 might as well have been a recession year. Weekday circulation fell 7% and Sunday circulation fell 4%, both showing their greatest declines since 2010. Audience Weekday circulation experienced a decline not seen since the immediate aftermath of the Great Recession. Newspaper circulation declines for second consecutive year in 2015 Copy and paste the below iframe code into your own website to embed this chart. Note: Due to a change in AAM’s reporting period, comparisons from 2003 to 2014 are based on six-month averages for the period ending Sept. 30, while comparisons for 2014-15 are based on three-month averages for the period ending Dec. 31. Pew Research Center Amid these declines, print remains a vital part of newspapers’ distribution picture. Survey data reinforce the heavy reliance on the print product. Print-only still most common way of reading newspapers Economics Advertising revenue sees biggest drop since 2009 News investment Ownership Digital
La précarité s'installe chez les journalistes "Contrairement à une idée reçue, les journalistes sont majoritairement issus des régions ou de l’étranger, et non pas de région parisienne. Toutefois, la part des néo-journalistes nés à Paris et en Ile-de-France oscille autour de 29 %, aussi bien pour les diplômés d’écoles de journalisme que les diplômés d’autres filières, alors que la région Île-de-France représente 20 % de la population" fait remarquer cet article. L'INA Global, s'appuyant sur ce rapport souligne que "Trois ans après l’obtention de la carte de presse, le CDI est loin d’être acquis. La part des CDI chez les diplômés en journalisme est ainsi tombée de 40 % en 1998 à 23 % en 2013, alors que la part des CDD et des contrats de professionnalisation a grimpé et que le chômage a doublé. Ceux qui ne sont pas diplômés en journalisme s’en sortent mieux : près de 48 % de CDI après trois ans en 2013 (contre 56 % pour la cohorte 1998)". Vous aimerez aussi