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COMBATING "FAKE NEWS" AND MISINFORMATION WITH INFORMATION LITERACY By: Lindsay Horbatuck and Laurie Sears

Transcript of COMBATING FAKE NEWS AND MISINFORMATION WITH … · COMBATING "FAKE NEWS" AND MISINFORMATION WITH...

Page 1: COMBATING FAKE NEWS AND MISINFORMATION WITH … · COMBATING "FAKE NEWS" AND MISINFORMATION WITH INFORMATION LITERACY By: Lindsay Horbatuck and Laurie Sears ... (Stanford History

COMBATING "FAKE NEWS" AND MISINFORMATION WITH

INFORMATION LITERACYBy: Lindsay Horbatuck and Laurie Sears

Presenter
Presentation Notes
Introduce  Talk about it in a general way and then get into specifics  LS, MS, US 
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"Never have we had so much information at our

fingertips. Whether this bounty will make us smarter

and better informed or more ignorant and narrow-

minded will depend on our awareness of this problem

and our educational response to it."(Stanford History Education Group, 2016, pg. 5)

Presenter
Presentation Notes
Stamford History Education Group conducted a study called "Evaluating Information: The Cornerstone of Civic Online Reasoning"
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What is "Fake News"?■ Fake news is reporting that is created with the intent to deceive, divert attention,

and/or confuse the reader. It can be silly, or it can be serious.

■ One problem with the confusion surrounding fake news is that there is real fake news and that is perplexing and even dangerous for us all.

■ For those of us concerned about information and media literacy fake news is a divisive distraction to the real and difficult task of learning how to locate accurate and reliable information on a given topic and understanding the importance of such information.

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What issues do students encounter in finding good information for

a given purpose?

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Problems with elementary grades

■ Students need to critically read the information they come across on websites but elementary students are emergent readers and are just starting to learn how to read critically.

■ If students don't have the strategies in print text they will have trouble carrying it to online documents.

■ Learning to read vs. Reading to learn

(Corio, 2003)

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Student Research Study

■ If you go on the internet, what search engine do you use most often?

■ Do you think all of the information on the internet is true?

■ When you want to know the answer to a question, where do you go?

■ How do you decide which website has the correct or right information?

■ How do you choose if information on the web is accurate?

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When you want to know the answer to a question, where do you go?

Presenter
Presentation Notes
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Category Percentage

Look at the URL 33%

I don’t know 28%

Look for approved websites 17%

Compare the website to other sites

22%

Students’ answers to the question, “How do you decide which website has the correct or right

information?

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Problems for Middle/Upper Schoolers

■ Misconception on the part of teachers, administrators, and parents that students pick up the ability to find good information easily.

■ So much information….■ Knowing what information they are looking for■ Limited online searching skills + overconfidence in skills and habits■ Considering sources, search strategy, key terms■ Want answers to questions directly. Don’t want to/know how to work for

it.■ Accustomed to being spoon fed (i.e., given the information or the

sources rather than having to find it themselves)

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Problems for Middle/Upper Schoolers■ Insufficient information or background to gauge accuracy.■ Variation among formerly “trusted” URLs .edu .gov■ Short attention spans■ Inability or aversion to skimming and/or close reading■ Lack of understanding of the sources (what kind of information is in

what kind of sources, which are bona fide).■ Lack of patience.■ Teachers who don’t know (or don’t care) about the quality of sources

or the importance of teaching searching and evaluation skills to students

■ Lack of understanding/appreciation for difference between scholarly

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What methods can we use to help students be thoughtful consumers and producers of

information?

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Elementary Grades

■ Make the evaluation criteria relevant to the students

■ Have them apply it to something that they are working on

■ Teach and practice basic library, technology, and research skills

■ Build a strong reading foundation

– Basic idea of truth versus reality through stories

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Presenter
Presentation Notes
Poll Title: What is the most important thing to look at when evaluating a website?https://www.polleverywhere.com/free_text_polls/IH15dcDlN80XdFS
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Currency

Relevance

Author

Domain Name

Presenter
Presentation Notes
Two most important: Relevance and Author  Relevance Is this article useful to your research? Does it have information that is helpful to you? Author Who is the author? Why did the author write this article? What are organizations that are good as well?  Authors doesn't necessarily have to be one person  Currency When was the last time the website was updated? Are there links to other sources?  Where do the links take you? Do these sources relate to the website? Depends on the project being done (I.e. Ancient History)  Domain Name What is the domain name on the URL? Not as important as we continue  Students get stuck on if its a com vs. Edu (there are TAs who have websites that are vetted) 
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Presenter
Presentation Notes
http://libguides.shadysideacademy.org/c.php?g=641399&p=4522808
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Middle & Upper Grades■ Reviewing the basics of website evaluation and digging into the various

considerations on a developmentally appropriate level. 1, 2, 3

■ When is timeliness

relevant/not?

■ Point of view v. bias – when

to use information

■ What can you tell from the URL

and what you can’t■ Adapted “Searching the World Wide Web”,

by Sam Miller, 1998

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■ Provide opportunities for students to locate information for a variety of purposes, through daily activity and well-designed projects.

■ Infusing consistent messaging and practice of information literacy skills and habits throughout the curriculum and within daily activities (not just library/media classes).

■ Being clear about why some sources are fine for quick reference but not scholarly research

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How can we communicate the issues facing students to teachers so that every teacher

will feel responsible and capable of integrating searching and evaluation skills

in their classes?

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All grade levels

■ Administrative buy in and support.

■ Orientation time

■ Classroom push-in/assistance

■ Sharing of lessons and curriculum across grade levels

■ Sharing of scholarly articles pertaining to this topic

■ Regular time during faculty meeting

■ Share time during school meetings(w/faculty and students)

■ Communicate with parents

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What specific lessons, strategies, tools, and assessments can we put in place to encourage students to think more logically about search

skills and more critically about information they find for their academic needs and consume in

their everyday lives?

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Think-Pair-Share

Presenter
Presentation Notes
https://www.allaboutexplorers.com/about/ Lewis & Clark > https://www.allaboutexplorers.com/explorers/lewis-clark/   Tree Octopus > https://zapatopi.net/treeoctopus/   Dog Island > https://zapatopi.net/treeoctopus/   Bad http://www.crystalinks.com/iroquois.html   Weebly/Wix   Student work - https://greatplains.weebly.com/index.html   http://thehistorycat.wixsite.com/ancient-history/life-in-ancient-rome   http://disobediencecivil.weebly.com/dr-martin-luther-king-jr.html
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Elementary Grades

■ Examples– Show students examples

and have them evaluate■ Passion Project

– Walking through the steps of website evaluation

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Middle and Upper Grades

■ Allowing students an opportunity to think and talk about what makes information valuable and useful for a given purpose.

■ Giving the students ownership of creating a resource list using - finding good sources to share with the class. (Google custom search).

■ Make “not falling for fake” a fun habit. (Get them to bring in samples of bad information – and provide rewards – make a game of it.)

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• Understanding why and how to evaluate the quality of sources

• Research mindset/Search Strategies – Key term, limiters/advance search functions, knowledge of sources

• Google Scholar, Databases• Read critically,Teach students to make a habit of

intelligently questioning what they read and watch.

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ReferencesCoiro, J. (2003). Rethinking Comprehension Strategies to Better Prepare Students for

Critically Evaluating Content on the Internet. The NERA Journal, 39(2), 29-34.

Exner, N. (2018). The CRAAP test - Evaluating Web Resources - LibGuides at North Carolina Agricultural & Technical State University. Libguides.library.ncat.edu. Retrieved 11 March 2017, from http://libguides.library.ncat.edu/content.php?pid=53820&sid=394505

Schwartz, K. (2013). Teach Kids To Be Their Own Internet Filters. KQED News. Retrieved from https://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/

Smith, P.L. & Ragan, T.J. (2005). Instructional Design (3rd ed.). p. 41-101

Stanford History Education Group,. (2016). Evaluating Information: The Cornerstone of Civic Online Reasoning.

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Annotated list of useful articlesBeck, Julie. “This Article Won't Change Your Mind.” The Atlantic, Atlantic Media Company, 13 Mar. 2017, www.theatlantic.com/science/archive/2017/03/this-article-wont-change-your-mind/519093/. Accessed 19 Apr. 2017. This article works to demonstrate the different forces at work regarding what people believe, particularly when what they believe is at odds with objective reality.

Brown, Damon. “How to Choose Your News.” YouTube, TEDEducation, 5 June 2014, www.youtube.com/watch?v=q-Y-z6HmRgI&t=86s. Accessed 24 Apr. 2017. This is a useful video, appropriate for grades 4 and up (perhaps younger) explaining the background of how we get our news and steps we can take in order to be responsible about the news we take in and pass on.

Carl, Stoffer. “Fake News Fooling Millions!” The New York Times Upfront, Scholastics, 9 Jan. 2017, upfront.scholastic.com/issues/01_09_17/fake-news-fools-millions/. Accessed 18 Apr. 2017. Article written for students to help them understand fake news and learn to be critical about the information and ideas the take in. I'm a fan of Upfront. The articles are timely bite-sized and have good suggestions for lessons.

“Fake News: How to Spot It.” Enoch Pratt Free Library, Enoch Pratt Free Library, www.prattlibrary.org/research/tools/index.aspx?cat=19941&id=4735. Excellent resources from an excellent library.

Gibson, Caitlin. “What We Talk about When We Talk about Donald Trump and 'Gaslighting'.” The Washington Post, WP Company, 27 Jan. 2017, www.washingtonpost.com/lifestyle/style/what-we-talk-about-when-we-talk-about-donald-trump-and-gaslighting/2017/01/27/b02e6de4-e330-11e6-ba11-63c4b4fb5a63_story.html?utm_term=.968a47103c99. Accessed 19 Apr. 2017. This article provides information and insights about why stories so often refer to Donald Trump "gaslighting" the public. The article states, that the main concern about this tactic is that it reveals "just how easy it is for people to become disoriented, “especially when they’re vulnerable", like young people.

Jazynka, Kitson. “Colleges Turn 'Fake News' Epidemic into a Teachable Moment.” The Washington Post, WP Company, 6 Apr. 2017, www.washingtonpost.com/lifestyle/magazine/colleges-turn-fake-news-epidemic-into-a-teachable-moment/2017/04/04/04114436-fd30-11e6-99b4-9e613afeb09f_story.html?utm_campaign=newsletter_axiosam&utm_medium=email&utm_source=newsletter&utm_term=.1a9bbfba24b0. Accessed 18 Apr. 2017. Good article about how colleges are teaching about fake news. Useful tips at the end. The final paragraph which states that we need to start younger speaks to us.

Littlefair, Sam. “How to Fight Fake News and Make the Internet Honest Again.” Mindful, Mindful, 17 Mar. 2017, www.mindful.org/fight-fake-news-make-internet-honest/. Accessed 18 Apr. 2017. A useful list of mindful ways to use social media, reduce susceptibility to misinformation, engage in responsible practices, and raise one's awareness.

Loton, Giliad. “Fake News Is Not the Only Problem – Data & Society: Points.” Points, Data & Society: Points, 22 Nov. 2016, points.datasociety.net/fake-news-is-not-the-problem-f00ec8cdfcb. Accessed 18 Apr. 2017. This article focuses on the concern that our obsession with fake news is causing us to overlook other equally concerning ways in which people are manipulated in other ways.

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Useful articles (cont.)“Media Literacy Resources.” NewseumED, Newseum, 1 Mar. 2018, newseumed.org/stack/media-literacy-resources/. The Newseum has amazing new literacy resources for teachers and students.

Oates, Sarah. “How Russian ‘Kompromat’ Destroys Political Opponents, No Facts Required.” The Washington Post, WP Company, 13 Jan. 2017, www.washingtonpost.com/posteverything/wp/2017/01/13/how-russian-kompromat-destroys-political-opponents-no-facts-required/?utm_term=.ff8274344a82. Accessed 20 Apr. 2017. Professor Oates explains the concept of 'kompromat' and it's implications. Calling it "part of Russia’s expanding global information war, which has focused on news manipulation and fakes".

Ordway, Denise-Marie. “Fake News and the Spread of Misinformation.” Journalist's Resource, Harvard Kennedy School on Media, Politics, and Public Policy, 16 Mar. 2017, journalistsresource.org/studies/society/internet/fake-news-conspiracy-theories-journalism-research. Accessed 19 Apr. 2017. Journalist’s Resource has compiled studies that examine fake news and the spread of misinformation more broadly to help journalists better understand the problem and its impacts, but it is also a handy list for librarians.

Schulten, Katherine, and Amanda Christy Brown. “Evaluating Sources in a ‘Post-Truth’ World: Ideas for Teaching and Learning About Fake News.” The New York Times, The New York Times, 19 Jan. 2017, www.nytimes.com/2017/01/19/learning/lesson-plans/evaluating-sources-in-a-post-truth-world-ideas-for-teaching-and-learning-about-fake-news.html?_r=0. Accessed 25 Apr. 2017. An article with links to resources and lesson plans, including a plan for ELLs.

Shermer, Michael. “How to Convince Someone When Facts Fail.” Scientific American, Nature America Inc., 15 Dec. 2016, www.scientificamerican.com/article/how-to-convince-someone-when-facts-fail/. Accessed 20 Apr. 2017. A useful article addressing the ways to persuade fact averse people.

Stoffer, Carl. “Fake News Fools Millions!” Junior Scholastic, Scholastic, 11 Jan. 2017, junior.scholastic.com/news-logged-in/2017/01/Fake-News-Fools-Millions. Accessed 18 Apr. 2017. An article directed to students to explain "fake news" and educate them on how to evaluate the information they use.

Valenza, Joyce. “Truth, Truthiness, Triangulation: A News Literacy Toolkit for a ‘Post-Truth’ World.” School Library Journal, SLJ, 26 Nov. 2016, blogs.slj.com/neverendingsearch/2016/11/26/truth-truthiness-triangulation-and-the-librarian-way-a-news-literacy-toolkit-for-a-post-truth-world/. Accessed 18 Apr. 2017. An invaluable article providing a useful overview of the issues and vocabulary as well as suggesting resources teachers and librarians can use in their lessons.

“Welcome to the Digital Resource Center.” Digital Resource Center :Center for News Literacy, Stony Brook Center for News Literacy, drc.centerfornewsliteracy.org/. Accessed 24 Apr. 2017. This site is an excellent resource for teaching news literacy. "News Literacy is a newly emerging academic discipline designed to teach students how to take skillful possession of their power as citizens by becoming perceptive news consumers. At a time when the digital revolution is spawning an unprecedented daily flood of information and disinformation, the course seeks to help students recognize the differences between fact and rumor."

Zimmer, Ben. “Truthiness.” The New York Times, The New York Times, 16 Oct. 2010, www.nytimes.com/2010/10/17/magazine/17FOB-onlanguage-t.html. Accessed 19 Apr. 2017. An article explaining the origins of the term "truthiness".

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