Like most everyone else in education circles, I read the report from Stanford University a few months ago and was horrified by the results. Like everyone else, I fretted and I rang my hands for a couple of weeks, then I racked my brain for a month more, and then on Tuesday I gave a presentation to seventeen teenagers on the topic of fake news and media literacy, and I am relieved to say that it actually went quite well!
So, in the spirit of giving, of resistance, and in fighting ignorance at every turn, I also decided to transfer the bulk of my presentation’s content into a post so everyone can review it, rework it, and make their own!
Please bear in mind, this is one of my first-ever educational presentations, so it’s by no means perfect, either in content or in structure. It’s as un-biased as I could make it but it’s not totally neutral when it approaches certain areas of discussion. That’s actually one of the nuggets that I was hoping to share with the teens – that everyone and everything has a point of view, but that the more facts you omit and truths you sugar coat, the further away from a normal point of view you move and the closer to a dangerous agenda you get. So this is me, acknowledging my bias. I don’t like virtually anything 45 has said or done (except that term limits for congress would be rad) leading up to or post election, and that probably comes across in some of my information. However, I did try to present as many facts about the situations surrounding him and as little interpretation as possible.
Anyway, I digress. If you’re interested in learning about fake news or teaching others, what follows is a series of suggested areas to focus on, a slew of discussion questions for each area, and a few pointed facts for your consideration. The questions are mostly open-ended and unanswered here because, as stated, they’re intended to start a discussion and allow kids to participate and take partial ownership of the lesson, but if you’re planning to teach the topic, just have your own answers and definitions on hand if there’s no response or there’s a super wrong answer thrown out.
Also, definitely don’t just take my word for it (who am I to you, anyway? Possibly just a rando librarian in Rhode Island who very occasionally blogs – personally, I think you should trust me as a credible source of information, but you shouldn’t always believe everything you read!) and definitely do a little of your own research. I found these sites tremendously helpful:
- PBS Lesson plan: How to teach your students about fake news (which was amazing, and I literally couldn’t have gotten started without it)
- Stanford’s own Evaluating Information: The Cornerstone of Civic Online Reasoning (which provides some examples/exercises you can print out)
- Common Sense Media: Identifying High-Quality Sites
- How to Teach High-School Students to Spot Fake News from Slate
- The Library’s Role in a “Post-truth,” “Fake News” Era from Proquest
- Project Look Sharp
- School Libraries Fight Fake News
- Gustavus Adolphus College’s LibGuide
- Indiana University East’s LibGuide
- Central Washington University’s LibGuide
We started with the simplest ice breaker of all, an inverse of Two Truths and a Lie. I taped up three news stories and asked them to identify which one of the three is the real one by sticking post-it notes to it. Once that was over, we jumped right in to the…