Day: January 15, 2024

Fake news and critical literacy in the digital age

Fake news and critical literacy in the digital age: sharing responsibility and addressing challenges

How can we tackle the ongoing challenge of so-called ‘fake news’? Gianfranco Polizzi, PhD Researcher in the Department of Media at Communications at LSE, argues that we all have a responsibility to learn critical literacy to help us better to evaluate information, both on- and offline, and here sets out the responsibilities held by the different actors involved. This post was first published on the London School of Economics’ Media Policy Project Blog.

Written by: Gianfranco Polizzi, PhD Published by: The European Association for Viewers Interests (EAVI)

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Critical Reading—Teaching Kids to Discern Real Information from Fake News

Critical Reading—Teaching Kids to Discern Real Information from Fake News

Lambert discusses the process and practice of becoming critical thinkers, necessary skepticism for media consumers, and principles and actions to assist tweens and teens in better detecting falsehoods.

Written by: Laura Lambert Published by: Brightly

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Developing Digital Detectives

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Developing Digital Detectives: Essential Lessons for Discerning Fact From Fiction in the ‘Fake News’ Era (2021)

Written by: Jennifer LaGarde and Darren Hudgins
Published by: International Society for Technology in Education (ISTE)
ISBN-13: 978-1564849052
ISBN-10: 1564849058
Audience: K-12 educators and library media specialists

Description: From the authors of the bestselling Fact vs. Fiction, this book offers easy-to-implement lessons to engage students in becoming media literacy “digital detectives,” looking for clues, questioning motives, uncovering patterns, developing theories and, ultimately, delivering a verdict.
The current news landscape is driven by clicks, with every social media influencer, trained and citizen journalists chasing the same goal: a viral story. In this environment, where the race to be first on the scene with the most sensational story often overshadows the need for accuracy, traditional strategies for determining information credibility are no longer enough. Rather than simply helping students become savvy information consumers, today’s educators must provide learners with the skills to be digital detectives – information interrogators who are armed with a variety of tools for dissecting news stories and determining what’s real and what isn’t in our “post-truth world.” 

The book includes:

  • Shares meaningful lessons that move beyond traditional “fake news” protocols to help learners navigate a world in which information can be both a force for good and a tool used to influence and manipulate.
  • Includes resources and examples to support educators in the work of facilitating engaging, relevant (and fun!) instructional opportunities for K-12 learners, in both face-to-face and digital learning environments.
  • Unpacks the connection between social-emotional learning and information literacy.
  • Includes access to the Digital Detective’s Evidence Locker, an online collection of over 100 downloadable and remixable resources to support the lessons in the book.
  • As the authors state: “Remember, the detective’s job is NOT to prove themselves correct. Their job is to detect the truth!” This statement reflects the way they approach the lessons in this book, providing clear and practical guidance to help educators address and overcome this ever-expanding issue.