Fake News Roundtable
Tech & Learning Live, Boston
http://www.techlearning.com/live/overview/ Boston/37
May 12, 2017
Drive link to this document: https://goo.gl/sZqWzC
I have been asked to facilitate a roundtable about "fake news" and by your very presence I gather you think it's an important topic too.
According to the Washington Post, “’Fake News’[is] a term hatched to describe deliberately fabricated stories designed to push a political viewpoint” (https://www.washingtonpost.com/blogs/erik-wemple/wp/2017/05/02/no-trump-campaign-you-dont-get-to-call-cnn-fake-news-on-cnn). President Trump uses the term to describe mainstream media outlet and personnel such as Andrea Mitchell of NBC News, Wolf Blitzer of CNN, Rachel Maddow of MSNBC, George Stephanopoulos of ABC News and Scott Pelley of CBS News, who write or talk disparagingly of his political agenda.
The term has been in the press a lot these days, even in the French elections last weekend. In schools and districts across the country it has taken on the more general meaning of media/information literacy…how do you teach students to identify the validity of their sources?
Leading questions
● Why did you choose to participate in this roundtable?
● Are you doing anything in your district to teach information literacy? If yes, please tell us about it.
● Can you share some strategies you use (personally) to determine the authenticity of the information you encounter on the Web
Fake News Resources
Fuscaldo, Donna (April 25, 2017). Facebook: CEO talks fake news in Times interview, http://www.investopedia.com/news/facebook-ceo-talks-fake-news-times-interview. Companion article to Manjoo, see below.
The Guardian (February 29, 2012). Guardian open journalism: Three little pigs advert-video, https://www.theguardian.com/media/video/2012/feb/29/open-journalism-three-little-pigs-advert
https://www.theguardian.com/media/video/2012/feb/29/open-journalism-three-little-pigs-advert. "…how we might cover the story of the Three Little Pigs in print and online. Follow the story from the paper's front page headline, through a social media discussion and finally to an unexpected conclusion." Just the video on YouTube https://www.youtube.com/watch?v=vDGrfhJH1P4
Holcombe, M. (March 29, 2017). Reading writing, fighting fake news: How schools are teaching kids to separate fact from fiction, http://www.cnn.com/2017/03/29/health/school-kids-fight-fake-news-trnd/
Kirschenbaum, Michele (01/04/17). 10 ways to spot a fake news article. EasyBib http://www.easybib.com/guides/10-ways-to-spot-a-fake-news-article/
Lomas, N. (01/23/17). Fake news’ power to influence shrinks with a contextual warning, study finds, https://techcrunch.com/2017/01/23/fake-news-power-to-influence-shrinks-with-a-contextual-warning-study-finds
News Literacy Project (2017). Ten questions for fake news detection, http://static.ow.ly/docs/GO-TenQuestionsForFakeNewsFINAL_5Dew.pdf
Nielsen, L. (February 19, 2017). 4 sites to fight fake news, https://theinnovativeeducator.blogspot.com/2017/02/4-sites-to-fight-fake-news.html. "
Manjoo, F. (April 25, 2017). Can Facebook fix its own worst bug? https://www.nytimes.com/2017/04/25/magazine/can-facebook-fix-its-own-worst-bug.html?_r=0. "During the U.S. election, propagandists — some working for money, others for potentially state-sponsored lulz — used the service to turn fake stories into viral sensations, like the one about Pope Francis’ endorsing Trump (he hadn’t) [http://www.factcheck.org/2016/10/did-the-pope-endorse-trump/]. And fake news was only part of a larger conundrum. With its huge reach, Facebook has begun to act as the great disseminator of the larger cloud of misinformation and half-truths swirling about the rest of media. It sucks up lies from cable news and Twitter, then precisely targets each lie to the partisan bubble most receptive to it."
Opfer, V.D., Kaufman, J. H., & Thompson, L.E. (Revised, April 2017) Implementation of K-12 state standards for mathematic and English Language arts and literacy: Findings from the American teacher panel, https://www.rand.org/pubs/research_reports/RR1529-1.html. Focus is on the importance of text complexity, "citing research that K-12 students may not be exposed to enough challenging texts and that the complexity of texts used in k-12 classrooms has decreased over the past several decades…"
Seltz, Johanna (May 12, 2017), Some schools now teaching kids how to spot fake news. Boston Globe, http://www.bostonglobe.com/metro/regionals/south/2017/05/12/some-schools-now-teaching-kids-how-spot-fake-news/6oUBd6JgTVkkXcnCm9PjOM/story.html
Stanford History Education Group (2016). Evaluating information: The cornerstone of civic online reasoning, https://sheg.stanford.edu/upload/V3LessonPlans/Executive Summary 11.21.16.pdf
Wemple, E. (May 2, 2017. No, Trump campaign. You don't get to call CNN 'fake news' on CNN. Washington Post, https://www.washingtonpost.com/blogs/erik-wemple/wp/2017/05/02/no-trump-campaign-you-dont-get-to-call-cnn-fake-news-on-cnn
Zittrain, J. (May 3, 2017). The age of misinformation. The Atlantic, https://www.theatlantic.com/technology/archive/2017/05/american-discourse-version-12/523875/
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Please add your resources here: Thank you.
Leslie Skantz-Hodgson, Director of Curriculum and Media Instruction, Smith Vocational and Agricultural High School
http://drc.centerfornewsliteracy.org/node/17871
http://thetrustproject.org/
http://www.thenewsliteracyproject.org/
https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online
Inside the Macedonian Fake News Complex
The Story of Fake News -- EdX course from Davidson College
Media Bias: Fact Check
Journalism Quality and Partisanship Guide (Infographic)
What’s Fake New? 60 Minutes Reporters Investigate
CRAAP Test video (works well with middle school)
MA Digital Literacy and Computer Standards that support classroom work re fake news
6-8 / 6-8.CAS.c.4 Evaluate the bias of digital information sources, including websites. / 6-8.DTC.c.2. Evaluate quality of digital sources for reliability, including currency, relevancy, authority, accuracy, and purpose of digital information.9-12 / 9-12.CAS.c.8 Analyze the impact of values and points of view that are presented in media messages (e.g., racial, gender, political). / 9-12.DTC.c.3 Evaluate digital sources needed to solve a given problem (e.g., reliability, point of view, relevancy).
Lorraine Sousa -
Library Teacher
Weston Middle School
Wayland High School
Technology Specialist
Activity:
read together this article from Buzzfeed and discuss your conclusions. Write down two of the fake news stories and where they came from.
Then read this article from NPR, make a plan of action for identifying false news.
Alida Hanson
Weston High School
Librarian
http://imgur.com/7xHaUXf: specific news sources and their relative reliability
https://docs.google.com/document/u/1/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/mobilebasic
False and misleading news
Peggy Harvey
Instructional Technology Specialist
Acton-Boxborough Regional School District
District Technology Fellow
Partnering with librarian & teachers to
HyperDoc- Can you Spot it?
Evaluating Information
Hyperdoc Girls
Novel Hyperdocs
Follow a story through the lens of three sources (left, right, center leaning)
flipping movie trailers (Elf as horror movie) for diff. way of presenting
follow a news story from three diff. outlets: left, center, right
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