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How Do Our Students Get Their News?

The document discusses how students get their news and their ability to evaluate the credibility of online information. It finds that most students have social media accounts by age 12 but have difficulty distinguishing real news from fake news or sponsored content. It provides several examples of student tasks assessing their evaluation skills and finds that most students struggle with source evaluation. It suggests strategies to teach students news, media, visual, and digital literacy skills to better evaluate online information.

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Srinivas Kumar
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37 views26 pages

How Do Our Students Get Their News?

The document discusses how students get their news and their ability to evaluate the credibility of online information. It finds that most students have social media accounts by age 12 but have difficulty distinguishing real news from fake news or sponsored content. It provides several examples of student tasks assessing their evaluation skills and finds that most students struggle with source evaluation. It suggests strategies to teach students news, media, visual, and digital literacy skills to better evaluate online information.

Uploaded by

Srinivas Kumar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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How do our students get their news?

75% of children age 10 to 12


have a social media have a
social media account.

64% of U.S. adults who say made-up news


has cause a great deal of confusion about
The basic facts of current events.
So, how do students know which one
is news and which one is fake news?
Fact or Opinion?

How can you tell?


Through a series of assessments
between Jan. 2015 and June 2016,
the Stanford History Education
Group studied the ability to judge
the credibility of information that
floods young people’s electronic
devices.

When it comes to evaluating


information that flows through
social media channels, students
are easily duped.
Middle School tasks
• News on Twitter: which is the most trustworthy
• Article Analysis: explain why a sponsored post might not be
reliable
• Comment Section: determine if it can be used in a research paper
• News Search: distinguish between a news article and an opinion
column
• Home Page Analysis: identify advertisements on a news website
Finding: 80% of
students believed
that the native
advertisement
(sponsored content)
was a real news story
High School tasks
• Argument Analysis: compare and evaluate two posts from a
newspaper’s comment section
• News on Facebook: distinguish between a verified (blue checkmark)
Facebook account from a fake one
• Facebook Argument: consider the strength of evidence in a Facebook
exchange between two users
• Evaluate Evidence: decide whether to trust a photograph posted on a
photo-sharing website
• Comparing Articles: determine whether a news story or a sponsored
post is more reliable
Less than 20% of students
questioned the source of the post
or the photo
College tasks
• Article Evaluation: decide if a website can be trusted
• Research a Claim: search online to verify a claim about a controversial
topic
• Website Reliability: determine whether a partisan site is trustworthy
• Social Media Video: identify strengths and weaknesses of an online
video
• Claims on Social Media: read a tweet and explain why it might or
might not be a useful source of information
More than ½ of students failed to click on the
link to the poll provided in the tweet
So, what do our students need to know?
• Basic Literacy
• Media Literacy
• Visual Literacy
• Digital Citizenship
• Information Literacy
• Global Literacy
• Network Literacy
• Health Literacy
Vocabulary
• Bias • Satire
• Claim • Conspiracy theory
• Credible • State news
• Hoax • Clickbait
• Rumor • Unknown/anonymous
• Fake • Truthiness
Some things to think about….
• Print vs. Online
• Sustained reading and searching
• Keywords, search terms, table of contents, index
• Consumption habits
• Online shifts in looks
• Consumption habits
• Text vs. image
• Repetition & variation in building multiple literacies
Art of Asking Questions
• Harvard Business Review video
https://hbr.org/video/4457382113001/the-art-of-
asking-questions
https://webliteracy.pressbooks.com/
What strategies can we teach our students?
• Check for previous work: Has someone else already fact-checked the
claim?
• Go upstream to the source: Get to the original source to understand
the trustworthiness of the information.
• Read laterally: Read what other people say about the original source
(publication, author, etc.).
• Circle back: If you get lost, or hit dead ends, or find yourself going
down an increasingly confusing rabbit hole, back up and start over
knowing what you know now.
Assignments other that research papers
• Annotated bibliographies of resources
• Annotated outline
• Checks & balances partners
• TED-Inspired
• Graphic organizers/infographics
• Photo essays
• Narrate fact checking process
• Podcast
• Twitter stream
IMVA/IN:
Digital Resource Center: Center for News Literacy
http://drc.centerfornewsliteracy.org/
Resources:
• Talk about social media: the pitfalls, rules for sharing or re-sharing articles.
Brian Stelter’s Triple Check video:
http://www.cnn.com/videos/tv/2016/10/30/rs-fake-news.cnn

• Article: Teach the Conspiracies by Renee Hobbs, Knowledge Quest,


Sept./Oct., 2017

• Article: Truth, truthiness, triangulation: a news literacy toolkit for a “post-


truth” world, School Library Journal Blog, Nov. 26, 2016
http://blogs.slj.com/neverendingsearch/2016/11/26/truth-truthiness-
triangulation-and-the-librarian-way-a-news-literacy-toolkit-for-a-post-
truth-world/
TEDEd: Lessons Worth Sharing
https://ed.ted.com/lessons/how-to-choose-your-news-damon-brown
The News Literacy Project
• http://www.thenewsliteracyproject.org/

• The checkology® virtual classroom


Media Literacy Resources
Shared by Alicia Abdul, High School Librarian, City School District of
Albany, NY https://padlet.com/aabdul8101/1295thg488c
Questions?
Cassandra.Barnett@Arkansas.gov

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